INFOGRAPHIC ENGLISH II

INFOGRAPHIC

Introduction

English II Socio-cognitive Resource

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learning progressions

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There are 15 learning progressions

LEARNING GOALS

INFO

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CATEGORIES

SUBCATEGORIES

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learning trajectories

active methodologies

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cross-curricular contents

FORMATIVE ASSESSMENT

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ITRODUCTION

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Lesson plan

REFERENCES

Consejo Europeo (2020). Common European Framework of Reference for Languages: learning, teaching, assessment. https://www.schooleducationgateway.eu/es/pub/resources/publications/reference-for-languages.htm Secretaría de Educación Pública. Subsecretaría de Educación Media Superior (2023). Programa de estudios del RecursoSociocognitivo de Lengua y Comunicación Lengua Extranjera Inglés II. México: SEP.

Reading

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

Speaking

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

Listening

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.

Writing

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.

Listening

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.

Listening

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.

Understand 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.

Use orally frequently used everyday expressions related to areas of experience that are especially relevant to them (basic information about themselves and their family, shopping, places of interest, occupations, etc.) Present oral messages on how to carry out simple, everyday tasks that require no more than simple and direct exchanges of information that are familiar or habitual to them. Share orally in simple terms about aspects of their past and their environment, as well as issues related to their immediate needs.

Transversality in the classroom is the development of innovative and integrating projects, in such a way that the problem can be understood, faced and solved in a global way, using the contents provided by the categories and subcategories involved in the learning trajectory.

Assessment for learning focuses on the process of discovery, reflection, understanding, and review, integrating assessments into teaching, learning, and learning processes.

According to the Common European Framework of Reference for Languages (2020), are acquired through the practice of four fundamental skills: listening, speaking, reading and writing, which are the basis for students to understand concepts, express ideas and emotions, develop written texts and enjoy reading in another language, which will provide them with tools to generate a comprehensive perspective of another culture and their own reality. The sociocognitive resource of English II is composed of four categories that are language skills, in each of the categories there are subcategories that are strategies to develop skill. In this way, the learning and trajectory goals can be achieve.

To develop a lesson plan, it is necessary to have the learning progression as a basis. Then, use an active methodology for the development of the class, taking into account moments for formative evaluation and feedback. In the learning process, evidence must be connected with learning goals and trajectories.