Infography Week 1 GRLG

Basic Aspects of English II Socio-cognitive Resource

TEACHER: Myrna Paola Aguilar Saldívar IIIEPE PRESENTER: Gerardo Rafael Lozano Gonzalez CBTIS #135 DATE: June 8th, 2024 GROUP: fd0090615

Introduction

The pourpose of this presentation is to establish a lesson plan for the Sociocognitive Resource English IIAlso select and summarize the most imortant information to communicate the Basic Aspects of English II. These aspects will use the following structure:

I. Learning progressions, goals, categories, subcategories.

II. Learning trajectories.

III. Active methodologies.

IV. Cross-curricular contents.

V. Formative assessment.

At the end of this presentation you will have the information needed as a teacher to develop a lesson plan and include the 5 concepts through the develpment of your lesson plan.

Details on how to use this information into a lesson plan in each page.

Index

I. Learning progressions, goals, categories, subcategories.

II. Learning trajectories.

III. Active methodologies.

IV. Cross-curricular contents.

V. Formative assessment.

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I. Learning progressions, goals, categories, subcategories.

Definition

English categories and subcategories

Learning progressions.

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Sociocognitive resource of Language and Communication, English.

The sociocognitive resource of Language and Communication, English is the set of knowledge, skills and experiences that, according to the Common European Framework of References for Languages area aquired through the practice of four fundamental skills: listening, speaking, reading and writing, which are the basics for students to understand concepts, express idead and emotions, develop written text and enjoy reading in a different language, which will provide them with tools to generate a comprehensive prespective of another culture and their own reality.

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ENGLISH CATEGORIES AND SUBCATEGORIES

LearningTrajectories

LearningGoals

Listening for gist

Listening for detail

LISTENING (L)

SPEAKING (S)

Using functions

Fluency

Pronuciation

ENGLISH II

READING (R)

Skimming

Scanning

SPEAKING (S)

WRITING (W)

Coherence and Cohesion

Layout

Spelling

Punctuation

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Learning Progressions.

01

02

03

Use the present continuous in its negative and interrogative form to deny and question actions that are happening at the time of narration through texts, stories, cartoons, or narratives.

Use the present continuous in its affirmative form to describe own or other people's actions that are happening at the moment of narration through texts, stories, cartoons or narratives

Use the past tense of the verb to be in its affirmative form to describe states, attributes or characteristics both of oneself and of other people, places, objects and events through strategies such as readings or dialogues.

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Learning Progressions.

04

05

06

Understand the use of there was and there were to describe the existence of something in the past through dialogues, interviews, or guided reading.

Use the past tense of the verb to be in its negative and interrogative forms to deny or ask about states and situations at a specific time in the past through strategies such as readings or dialogues.

Identify and use the past tense of regular and irregular verbs to differentiate them in writing through short readings, which allows for the recognition of Mexico's historical facts.

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Learning Progressions.

07

08

09

Use the past tense in its negative and interrogative forms to deny and ask questions about facts or acts concluded in the past through oral or written texts.

Use the past tense in affirmative form to describe facts or events concluded in their entirety at a specific time in the past through writings.

Use adverbs of time and connectors as a means of linking ideas that clearly and accurately express events or occurrences in the past through various strategies for composing oral or written texts.

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Learning Progressions.

10

11

12

Report degrees of equality comparisons (as...as) to indicate that two people, places, or things do or do not share similar characteristics through strategies and activities such as interviews, reports, photographs.

Use the modal verb should in its affirmative, negative and interrogative form to make recommendations through oral or written expressions such as sociodramas, among others.

Use degrees of comparison of superiority and inferiority to contrast people, places, or things in relation to a given quality through strategies and activities such as interviews, reports, and photographs.

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Learning Progressions.

13

14

15

Use the idiomatic future (to be going to) in its affirmative, negative and interrogative forms to comment on future plans through various written or oral strategies such as writing a diary.

Report degrees of superlative comparison to describe the highest level a characteristic can reach when comparing two or more people, things and places through strategies and activities such as interviews, reports, photographs, or others.

Use the future tense (will) in its affirmative, negative and interrogative forms to express predictions about the weather, scientific advances, among others, through written or oral texts.

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Learning trajectories

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Active methodologies

Songs and Rhymes

Interactive Games

Role-playing

Debates and Discussions

Task-Based Learning

Project-Based Learning (PBL)

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Cross-curricular contents.

Use this table of cross-curricular visions with the learning progressions. One learning progression to achive the activities established.

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Formative assessment guide.

"Use both links for the evaluation process."

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Bibliography

Cambridge English Teaching Framework. Cambridge University Press & Assessment 2022. Research Notes Issue 83

Rosales M. (2014) “Proceso evaluativo: evaluación sumativa, evaluación formativa y Assesment su impacto en la educación actual”. Congreso Iberoamericano de ciencia, Tecnología, Innovación y Educación. Buenos aires Argentina. https://www.academia.edu/40282888/Proceso_evaluativo_evaluaci%C3%B3n_sumativa_evaluaci%C3%B3n_formativa_y_Assesment_su_impacto_e n_la_educaci%C3%B3n_actual

Astorga Luis Fernando. (2024). Boarding Pass 2.Delta Learning. Student's and Practice Book.México.

SEP (2013). Las estrategias y los instrumentos de evaluación desde el enfoque formativo. Libro 4. Serie: herramientas para la evaluación en educación básica. México: SEP SEP (2018). La evaluación diagnóstica en los aprendizajes clave para preescolar. México. SEP

SEP (2023). Programa de estudios del Recurso Sociocognitivo de Lengua y Comunicación Lengua Extranjera Inglés II . México. SEP

SEP (2024). Evaluación formativa en el MCCEMS. México. SEP

SEP (2024). Evaluación formativa en el MCCEMS. México. SEP

Bibliography

English Reference Level Description – The English Profile (EP) Programme (see p.31) English Profile resources: English Vocabulary Profile, English Grammar Profile (under development), English Functions Profile (under development) and many research papers available from www.englishprofile.org

SEP (2023). Orientación Pedagógica del Recurso Sociocognitivo de Lengua y Comunicación Inglés. México. SEP

Referencias digitales:https://www.cambridgeenglish.org/images/168876-tkt-module-1-describinglanguage-skills-ands-subskills.pdf https://www.cambridgeenglish.org/ https://learnenglish.britishcouncil.org/ https://www.coe.int/en/web/common-european-framework-reference-languages/table-1-cefr-3.3-common-reference-levels-global-scale https://cosfac.iiiepe.edu.mx/2024/cleii

Role-Playing Students engage in simulated real-life situations where they take on different roles and interact with each other using English. For example, students could role-play scenarios such as ordering food at a restaurant, negotiating a business deal, or acting out scenes from a book. Integration use Page 20 Lesson 2 Jobs to role-play scenarios. Boarding Pass 2.

Project-Based Learning (PBL) Students work on long-term projects that require them to use English in real-world contexts. For instance, they could create a travel itinerary, solve a community issue, or produce a short film, all while using English to plan, collaborate, and present their ideas. Use page 87 createa video for your long term plans. Book: Boarding Pass 2.

Example: I had a terrible day yesterday. First, I woke up late. Later, I took the wrong bus to school. Integration on Page 51. Book used: Boarding pass 2.

Interactive GamesIncorporate educational games and activities into lessons to make learning English fun and engaging. Games like word puzzles, bingo, charades, and word association can help reinforce vocabulary, grammar, and language skills. Integration use crossoword in Page 33 book: Boarding Pass 2.

Examples:A: Luisa has a headache. B: She should go to the doctor, and she shouldn't use the cellphone for a long time. Integration on Page 59. Book used: Boarding pass 2.

Examples:On my next summer vacation, I am going to travel to The United States. We are going to visit Disneyland. Integration on Page 85. Book used: Boarding pass 2.

Learning trajectoriesUnderstand orally frequently used everyday expressions related to areas of experience that are particularly relevant to them (basic information about themselves and their family, shopping, places of interest, occupations, etc.). Adequately interpret oral messages about simple, everyday tasks that are familiar or habitual to them and that do not require more than simple and direct exchanges of information. Make sense of oral information in simple terms about aspects of their past and their environment, as well as issues related to their immediate needs. Learning trajectories included with the Learning Progression Plan for English II. Book used: Boarding Pass 2

Learning goals Understand simple written texts of very frequent use. Recognize basic words and phrases about actions that occur at the time of speaking or were completed at a specific time in the past or are intended to be completed. Identify meanings from written information expressed in texts. Understand the general idea of simple texts on specific topics. Access short, simple written texts that provide experiential enjoyment of reading. Learning goals included with the Learning Progression Plan for English II. Book used: Boarding Pass 2.

Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can understand mesages in simple and routine tasks requiring a simple and direct exchange of expresions information on familiar and routine matters. Can select written simple texts to develop the plasure of reading about past events and their enviroment, as well as inmediate needs. Integration in the progressions plan using book: Boarding Pass 2.

Examples:Mexico City is the largest city in Latin America. Teotihuacan is the most interesting place in Estado de México. Integration on Page 81. Book used: Boarding pass 2.

Learning goals Write short sentences or texts on topics of interest. Use spelling and punctuation rules correctly. Correctly use the verb tense in which the action being described occurs, as well as expressions of time. Use connectors appropriately to give sequence to the text if required. Learning goals included with the Learning Progression Plan for English II. Book used: Boarding Pass 2.

Debates and Discussions Engage students in debates on controversial topics or facilitate discussions on current events, literature, or cultural issues. This encourages critical thinking, argumentation skills, and the ability to express opinions and ideas in English.Use page 79 to discuss which city is better to live in using comparatives for these two cities. Book: Boarding Pass 2.

Learning goals.Identify specific information requested. Understand the main idea of an oral conversation and identify the verb tense in which it occurs. Understand simple questions asking for information about specific situations. Adequately interpret oral information received in an elementary way as long as the speaker speaks slowly and clearly and is willing to cooperate. Learning goals included with the Learning Progression Plan for English II. Book used: Boarding Pass 2

Examples:I am having a great time! I am walking in the woods.My mom is sunbathing now. My brothers are making a sandcastle. Integration on Page 17. Book used: Boarding pass 2.

Songs and Rhymes Utilize songs and rhymes as a way to engage students physically. Encourage students to sing along and perform simple actions or gestures that correspond to the lyrics. Use the following link https://www.youtube.com/watch?v=JQjgI765Y6A for present continuos

Examples:I loved my old bedroom! There was a big window. There were a lot of posters of my favorite singers on the wall. Integration on Page 29. Book used: Boarding pass 2.

Examples:I am not teaching Spanish right now. I am teaching French. Is your father working right now? No, he isn’t. Are they fixing the car right now? No, they aren't. Integration onPage 21. Book used: Boarding pass 2.

Examples:Martin Luther King, Jr. was a civil rights activist. He was born in Atlanta, Georgia. He led non-violent protests to fight for the rights of African Americans. He won the Nobel Prize in 1964. On April 4 a white man named James Earl Ray killed him. King was 39 years old. I admire him because he fought for freedom and equality. Integration on Page 47. Book used: Boarding pass 2.

Can use frequently used expressions related to areas of most immediate relevance (e.g. 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. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.Integration in the progressions plan using book: Boarding Pass 2.

Learning goals Understand and communicate orally using basic expressions and verb tenses correctly according to the given context. Participate in conversations in a simple manner. Ask and answer simple questions with very brief expressions and prepared in advance. Learning goals included with the Learning Progression Plan for English II. Book used: Boarding Pass 2.

Example: Benito Juárez was born in Oaxaca. He was a lawyer. He became President of Mexico in 1858. He died on July 18, 1872 in Mexico City. Integration on Page 46 & 47. Book used: Boarding pass 2.

Examples: The party was awesome! The party was fun also! Benito Juarez was President of Mexico. Integration on Page 25. Book used: Boarding pass 2.

Can write sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). Can write texts to describe simple tasks and routine matters that include simple, direct and familiar information. Describe in written sentences information related about their past as wall as inmediate needs. Integration in the progressions plan using book: Boarding Pass 2.

Examples:A: Did you have a good weekend? B: No, I didn't. I didn't feel well. I stayed home all day. What about you? Integration on Page 51. Book used: Boarding pass 2.

Learning trajectories Write frequently used everyday phrases and sentences related to areas of experience that are especially relevant to them (basic information about themselves and their family, shopping, places of interest, occupations, among others). Write messages describing simple, everyday tasks involving simple, straightforward, familiar and routine information. Describe in writing aspects of their past and their environment, as well as issues related to their immediate needs. Learning trajectories included with the Learning Progression Plan for English II. Book used: Boarding Pass 2.

Learning trajectories Adequately interpret simple written texts and frequently used everyday expressions related to areas of experience that are especially relevant (basic information about family, shopping, places of interest, occupations, among others). Interpret written messages describing simple, everyday tasks, requiring no more than simple, direct expressions that are familiar or habitual. Select simple written texts that develop the pleasure of reading about aspects of the past and their environment, as well as issues related to their immediate needs. Learning trajectories included with the Learning Progression Plan for English II. Book used: Boarding Pass 2.

Examples:A: Was Garcia Marquez from Mexico? B: No, he wasn’t. He was from Colombia. Integration on Page 25. Book used: Boarding pass 2.

Examples:Cancun is as beautiful as Acapulco. Cancun isn’t as big as Acapulco. Integration on Page 55. Book used: Boarding pass 2.

Learning trajectories Adequately interpret simple written texts and frequently used everyday expressions related to areas of experience that are especially relevant (basic information about family, shopping, places of interest, occupations, among others). Interpret written messages describing simple, everyday tasks, requiring no more than simple, direct expressions that are familiar or habitual. Select simple written texts that develop the pleasure of reading about aspects of the past and their environment, as well as issues related to their immediate needs. Learning trajectories included with the Learning Progression Plan for English II. Book used: Boarding Pass 2.

Example: It will be chilly and foggy tomorrow! Integration on Page 89. Book used: Boarding pass 2.

• Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. 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. Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of immediate need.

Integration in the progressions plan using book: Boarding Pass 2.

Example: Sonora is hotter than Mexico City. Puebla is more beautiful than Monterrey. Sonora is less visited than Mexico City. Integration on Page 77. Book used: Boarding pass 2.

Task-Based Learning This approach focuses on completing meaningful tasks or projects that require communication in English. Tasks could include solving a problem, completing a survey, giving a presentation, or participating in a group discussion, all of which encourage active participation and language use. Use solving problem practice in Page 61.Advice for different scenarios. Book: Boarding pass 2

Addressing the sociocognitive resource of English Language and Communication In the practice of four fundamental skills: listening, speaking, reading and writing and which are the basis for the student to achieve understand concepts, express ideas and emotions, develop written texts and enjoy reading in another language, which will give you tools to generate a comprehensive perspective of another culture and its own reality.