DOSIFICACIN DE CONTENIDOS

SEGUNDO GRADO
Unit: I
Social practice of the language: understand and express information related to goods and services.
Specific competency: Offer and understand suggestions in order to buy or sell a product
Environment: familiar and community
Product: goods catalogue

Topic, purpose, and intended

audience
Contextual clues

Structure of dialogues

Repertoire of words necessary

for this social practice of the
language

Shopping habits
giving suggestions
teenagers, friends
Pictures
Cognates
Titles
Synonyms / Antonyms
You really should get...
Its the best brand of ...
This is a good product because...
I suggest you buy...
Why dont you get .....?
Lets ...
Get / buy
You should...
I suggest you...
Lets ...
Why dont you ...?
Catalogue
Prices
They are
Its
This / these
It/ them
One / ones
Clothes
Accesories

Verbs: modals
Verb forms: subjunctive
Acoustic features
Connectors
Adjectives

Comparative structures

Adverbs: of degree
Sentence types

Should / Shouldnt
Get / buy
Rhythm, tone and intonation
Because
And
Qualifying: cheap, expensive, colorful, fashionable, modern, new
Comparative
Compounds
a)
b)
c)
d)
e)
f)
g)

as .... as
cheaper, better than...
more expensive
less quickly, less expensive
the best, the cheapest
the most expensive, the most beautiful
the least...

Very
Too
Rather
I suggest you get Nickies blouses because its the best brand in USA and they are very colorful
and fashionable.
This sweater is too expensive. Why dont you get a cheaper one?

Unit: I
Social practice of the language: read and understand different types of literary texts from english-speaking countries
Specific competency: Read fantasy literature and describe characters
Environment: literary and ludic
Product: Comic strip
Topic, purpose, and intended
Fantasy Stories: science fiction, fairy tales, ghost stories, legends, fables.
audience
Young adults, teenagers
Enterteinment
Title
Name of the author
Colophon
Publishing house
Year
Location
Information about the author
Reproduction warning
Characters
Elements
Narrator
Events
Patterns of textual
Fantasy stories: science fiction, legends, ghost stories, fairy tales and fables.
arrangements
Comic strip: episodes, panels, dialogues, narrative parts and illustrations.
Repertoire of words necessary
for this social practice of the
language
Adjectives and adverbs of time.
Verb tenses
Conditionals
Direct and indirect speech
Homophones
Differences between British

Abilities: Fly, jump off high, disappear, see through things, turn flies into fire or ice, run very fast,
and so on.
I like / I didnt like
Can /cant
Could / Couldnt
Strong, long, curly, straight, brown, red, black, thin, tall, beautiful, handsome
Always, usually, sometimes, never.
Present perfect: subject + Have/has + past participle (been, had, lost, saved, rescued)
Past perfect: subject + had + past participle (been, had, lost, saved, rescued)
Second conditional
You can do it, George he heard.
Everyone said that he could fly.
Peace/piece, bear /bare, hes/his, theyre/their
Have / has

and American variants

Have got/ has got

Unit: II
Social practice of the language: understand and write instructions
Specific competency: academic and educational
Environment: Understand and write instructions to face an environmental emergency
Product: instruction manual to face an enVironmental emergency
Topic, purpose, and intended
audience

Graphic and textual

components

Patterns of textual
arrangement

Environmental emergency: earthquakes, floods, fires, hurricanes, home chemical emergencies,

venomous bites and stings, etc.
Natural emergencies / man made emergencies
Purpose: To stay safe, Knowingn what to do, prevent accidents. Etc.
Audience: students, all the population , the community
Page number
Abbreviations
Subtitles
Introduction
Title
Symbols
list of steps or instructions

Repertoire of words necessary

for this social practice of the
language

Sequence words: first, then, next, after that, finally

Connectors: when, after, while, if, before, and, because
Verbs: drop, cover, hold on, keep, flush, mix, protect, wait, open, put, take, give, tell, find, plan,
try, call, enter, listen to, do, return, check, stay, get, take of

Syntactic particularities of the

English language
Sentence types

it (e.g., It is raining; It is likely...)

Do not / dont
Try to stay calm
Drop, cover and hold on in each safe place
Do not run
always, never
how, why, when, where
ASAP, S.O.S., EMS, EMT
by, about, for, in, into, around, outside, above, on, under
at the end of, in front of, out of the

Adverbs of time and relative

adverbs
Abbreviations
Prepositions
Prepositional phrases

Punctuation
Suffixes and prefixes

Apostrophy, exclamation
Fire / firefighters, relieve / reliever, protect / protection, cover / uncover,

Unit: II
Social practice of the language: interpret and express information published in diVerse media
Specific competency: Write dialogues and interventions for a silent short film
Environment: familiar and community
Product: script for the dubbing of a silent short film
Genre, topic, purpose, and
intended audience

Contextual clues
Non-verbal language
Repertoire of words necessary
for this social practice of the
language
Acoustic features
Types of sentences
Adverbs

Genre: action, horror, comedy, romance, drama, suspence

Movies, funny, melodramatic, tragic,
To make people laugh, cry, scare, etc.
Teenagers, adults, children
Pictures, titles, cognates, exclamation marks,
Body language, facial expressions, tone of voice, gestures, posture, eye contact
Title, genre, characters, setting,
Verbs: argue, want, tell, explain, guess, kid, do, take, mind, get, go out, ruin,help,count, know,
need, have, look, watch
Adjust volume and speed
Dialogues
Really, anyway, too, enough, anymore

Connectors

Since, before, as, so that, but, and, or, and, if

Modal verbs

Can / Could

UNIT: III
Social practice of the language: Participate in language games to work with specific linguistic aspects
Specific competency: Participate in language games in order to identify sentence rhythm, stress, and intonation
Environment: Literary and ludic
Product: hangman game
Topic, purpose, and intended
audience
Graphic and textual
components
Acoustic features
Composition of expressions:
grammatical components of
expressions
and statements
Conventional writing of words
Punctuation
Upper and lower case letters
Diphthongs

Topics: movies, books, family members, countries, etc.

Purpose: guess words and sentences, and practice pronunciation
Gallows, hanging figure, dashes, letters, title
Rythm, stress, intonation
Titles of movies or any other topic.
Phrases related to the title
Apostrophe
Upper letters: names, countries, nationalities, days, months, at the beginning of a sentence; they
can be used to mark the stressed syllables of a word.
oi, ou, and au

UNIT: III
Social practice of the language: Read and rewrite informative texts from a particular field
Specific competency: Rewrite information to explain how a machine or device works
Environment: Academic and educational
Product: Poster about the operation of a machine or device
Topic, purpose, and intended
audience

Topic: How to use a machine or device

Purpose: Read and understand instructions
Audience: teenagers, adults,

Textual and graphic

components
Patterns of text arrangement

Pictures and instructions related to them.

Repertoire of words necessary

for this social practice of the
language
Comparatives and superlatives

Steps to use a machine or device.

Verbs: use, turn on, remove, use, plug into, raise, place, bring down, go up, go down, bend, put,
add, select, press, mix, make.
Slower than ...
More slowly than...
Less quickly than...

Modal verbs

Can / cant
Could / couldnt

Connectors

In order to, so that, for

Phrasal verbs
Adverbs
Syntactic features of English

Put in, count on, wake up, put in, turn on, plug in, carry out, get over, break down, come out, hit
off
Quickly, slowly, quietly
split infinitive [to + word(s) + verb]

Punctuation

Periods, capital letters

UNIT: IV
Social practice of the language: Understand and produce oral exchanges related to leisure situations
Specific competency: Share personal experiences in a conversation
Environment: Familiar and community
Product: Autobiographical anecdote
Topic, purpose, and intended
audience
Contextual clues
Form of communication
Acoustic features
Verbs: modals and causative
Adverbs of time
Connectors
Language formulate

Repertoire of words necessary

for this social practice of the
language

Direct and indirect speech

Topic: anecdotes
Purpose: Writing and talking about experiences
Audience: teenagers
Cognates, expressions, verbal and non verbal strategies
Formal / informal
Verbal / non-verbal
Rythm, stress, intonation
have and get
Yesterday, last weekend, eventually, sometimes, never, always
When, and
greetings, courtesy and farewell expressions
Expressions and linguistic resources to restore comunication
Questions to clear out doubts, broaden information and confirm understanding
Expressions to offer turns of participation
Oh, no!
Really?
Thats good
Youll never believe what happened to me ...
Did I ever tell you about The time I...?
What happened next?
As I was ...
At The same time ...
He told me .....

Syntactic differences between

British and American variants

I heard my dad say watch out!

use of prepositions
In the bottom of the, at the bottom of ....

UNIT: V
Social practice of the language: Produce texts to participate in academic events
Specific competency: Write points of view to participate in a round table
Environment: Academic and educational
Product: round table
Topic, purpose, and intended
audience
Textual and graphics
components

Topic: Civics and Ethics

Purpose: Select information that supports a personal point of view.
Audience: students
Rights / Responsabilities
Agree / Desagree
For / Against

Patterns of textual
arrangement
Synonyms

Organizers

Repertoire of words necessary

for this social practice of the
language

Discuss
Polite
Infect
Practical
Active
Convenient

Pure water / clean water

Education / instruction / teaching
Salubrious / Health care
Armed conflict / war and crime
Housing / shelter
Quick / fast
Sad / unhappy
View / see
Guide /

Connectors

Patient
Accurate
Matute
Good morning / afternoon everyone / were here today to ......
By the end of this meeting, id like to say that ...
I agree / disagree with ...
If

Conditionals

First conditional
Second conditional

Punctuation

Apostrophy: dont, theres

Suffixes and prefixes

Prcticas / Impractical, Polite / impolite, acurate / inaccurate, active / inactive, write / writer,
reduce / reduction, pollute / pollution, sad / sadness

UNIT: V
Social practice of the language: Interpret and express everyday life instructions
Specific competency: Understand and give instructions to perform everyday life activities
Environment: Familiar and community
Product: Poster with instructions to perform an everyday activity
Topic, purpose, and intended
audience

Routines
Talking and writing about daily life activities
Students

Contextual clues

Pictures, expressions

Acoustic features

Rythm, stress, intonation

Repertoire of words necessary

for this social practice of the
language

Determiners: quantifiers

There is / There are

Verbs: get up, make my bed, prepare lunch, do the dishes, wash, iron, help my..., brush my teeth,
do homework, etc.
Its important to help at home because...
These are some of the things I do to help ...
I included this in my poster because...
some, any, and few

articles

a, an, and the

Nouns

countable and uncountable

Modal verbs and adverbs of

manner
Verb form
Connectors

Should / must
Punctually / quickly / sneakily / quietly / carefully
Imperative
And, because

Prepositions

In, on, at
DOSIFICACIN DE CONTENIDOS
TERCER GRADO

UNIT: I
Social practice of the language: Understand and express information related to goods and services
Specific competency: Express oral complaints about a health service
Environment: Familiar and community
Product: Telephonic complaint voice mail
Topic, purpose, and intended
audience
Contextual clues

Topic: information related to goods and services

Purpose: express complaints
Pictures, cognates, title, acoustic features, attitudes of speakers

Structure of complaints

opening, body, and closure

Form of communication

To adapt speech register according to the addressee and use strategies to repair failed
communication and influence on meaning

Repertoire of words necessary

for this social practice of the
language

There may have been a misunderstanding about...

Dont get me wrong, but I think we should...
Can you tell me why...
I dont understand why...
Can you explain why...
Why is it that...
Im sorry to bother you, but...
Maybe you forgot to...
Excuse me if Im out of lne, but...
So, what I would strongly recommend is that you...
Laboratory tests, physical checkups, curing injuries, setting broken bones, doing surgeries,
doctors office, hospital emergency room, school infirmary

Complain, complaint, agreement, possibility, request, permission, advice, obligation, praise,

apology.

Modal verbs, adverbs, and

adjectives

Should / shouldnt
Must / mustnt
Can / cant
Might / may
Adverbs: Probably, completely, hardly, extremely, almost, very, moderately, usually, quite, heavily,
barely, strongly
Adjectives: bad, risky, negative, good, powerful, helpful, worried, affected, stressful, professional

Acoustic features

Pauses, rhythm, tone, fluency

Conditionals

Third conditional

Verb tenses

present, past, and future

Connectors

If, while, and, but

UNIT: I
Social practice of the language: Read and understand different types of literary texts from English-speaking countries
Specific competency: Read suspense literature and describe moods
Environment: literary and ludic
Product: Emotionary (inventory of emotions)
Elements in narratives
Repertoire of words necessary
for this social practice of the
language

Title, plot, setting, characters, author, etc.

Main ideas, supporting details, disgust, anger, sadness, fear, surprise, joy, contempt,
cheerfulness, astonishment, rage, horror, depression, melancholy, alarm,irritation, amazement,
revulsion, love, feel.
Connectors: but, on the other hand, because, and
The name of the suspense story I chose is
It is about
The emotions I found in the story were
The related feelings to those emotions are
The person who felt those emotions was
She felt When
I usually feel that way when I...

Adjectives: comparative and

superlative

Pronouns
Homophones
Punctuation

Older than
The greenest
More interesting than
The most beautiful
reflexive and relative
too and two
Upper and lower-case letters

.
UNIT: II
Social practice of the language: Understand and write instructions
Specific competency: Interpret and write instructions to perform a simple experiment
Environment: Academic and educational
Product: Set of instructions album
Graphic components
Patterns of textual
arrangement
Repertoire of words necessary
for this social practice of the
language

Title, subtitle, materials needed, steps, illustrations

Steps to describe a process
First, second, third, fourth, fifth
First, then, next, after that, later, finally.
There is / there are
Where, when, before, after, , while

Adverbs

Carefully, differently, continuously

Verb form

imperative, gerund, and infinitive

Verb tenses
Phrases

simple present
Remember to, be sure to / check that / be careful not to / do not
For 30 seconds, before doing this, do this twice, three times

UNIT: II
Social practice of the language: Interpret and express information published in various media
Specific competency: Share emotions and reactions caused by a TV program
Environment: Familiar and community
Product: Oral presentation
Visual resources and sound
resources
Speech register
Non-verbal language

Repertoire of words necessary

for this social practice of the
language

Differences and similarities

between mother tongue and
English
Acoustic features
Syntactic differences between
British and American variants
Syntactic particularities of the
English language

marquee, subtitles
soundtrack, sound effects, images, actions, dialogues
Formal and informal
Body language, facial expressions, tone of voice, gestures, posture, eye contact
Reality show, soap opera, documentary, sports, TV news,
Puppy, angry, children, groups, child, person, upset, class, happy, people, group, sad, bad, upset.
Excuse me. Do you mean?
Can you repeat that?
Can you speak more slowly?
The host introduced and showed
He said
We liked / I did not like the program because
It made us
There are different ways to make plurals in English
Adjust volume, speed, rhythm, intonation
modal verb, to need (e.g., You neednt do it, You dont need to do it)
lack of gender in nouns and adjectives

UNIT: III
Social practice of the language: Participate in language games to work with specific linguistic aspects
Specific competency: Participate in language games to comprehend and write irregular verb forms
Environment: Literary and ludic
Product: Memory game
Textual and graphic
components
Verb tenses
Verb forms
Similarities between words
Digraphs

Title, instructions, pictures, examples, cognates, structure of games, etc.

present perfect, past perfect, future perfect, and simple past
past and past participle
Homophones
tw and lt

.
UNIT: III
Social practice of the language: Read and rewrite informative texts from a particular field
Specific competency: Write a short report about a historical event
Environment: Academic and educational
Product: Report anthology of historical events
Topic and intended audience

Historical events

Graphic and textual

components
Patterns of text arrangement

Maps, diagrams, charts, photographs, illustrations, labels, timeline, drawings, etc.

Repertoire of words necessary

for this social practice of the
language
Syntactic features of the
English language
Double genitive
Verb tenses
Adverbs
Connectors

Chronological patterns
Settlements, colonies, conflicts, colonize, settlers, beliefs, establish, pilgrims, build, cross, live,
return, war, warriors, topic, main idea, details, farms, re-name, disappear, leader, travel, trip,
crops, craft, trade, farms, furniture, tribe, farming, isolate, prosperous, own, job, slavery, laws,
plantation, sunrise, sunset, treat, slaves, free, argue, flag, battles, army, surrender, fields,
elections.
presence of auxiliaries in declarative, negative, and interrogative sentences (e.g., That did not
happen; Does he take a hard decision?
e.g., an employee of hers
Past simple, past perfect and past perfect progressive
Always, usually, often, sometimes, occasionally, rarely, never
When, while

UNIT: IV
Social practice of the language: Understand and produce oral exchanges related to leisure situations
Specific competency: Interpret and offer descriptions regarding unexpected situations in an oral exchange
Environment: Familiar and community
Product: Testimony
Topic, purpose, and intended
Festivals, ceremonies, events, etc.
audience
Contextual clues
Pictures, phrases, title, cognates, maps
Speech register
Formal and informal
Direct and indirect speech
Tell, like, say, thank, ask
Acoustic features
Adjust volume, speed, rhythm, intonation
Repertoire of words necessary For .. days
for this social practice of the
In February, at .8:00 am
language
Every day, once, twice, three times a day
Be, get, arrive, run, go, fall, etc.
Adjectives and adverbs
Scary, ugly, beautiful, huge, big, lonely, short, boring, happy, small, cheap, high, tall, cold, sad,
warm, entertaining, interesting, horrible, wonderful.
Next year, last week, tomorrow, yesterday, last year, every year, all day, for a year
Adverbs
of time and quantitative
Language formulae
greetings, and courtesy and farewell expressions:
Hi!
Good morning!
Welcome to the studio
Hello!
Its a pleasure to meet you!
Hey!
It was nice to talk to you
Good bye!
See you next time!
Thank you for coming today
It was very nice to meet you

So long!
Syntactic particularities of
English

absence of double negative (for example, They didnt go anywhere, They had no time to lose)

UNIT: IV
Social practice of the language: Understand and express differences and similarities between cultural aspects
from Mexico and English-speaking countries
Specific competency: Read plays in order to compare attitudes and patterns of behavior adopted by people from English-speaking
countries and Mexico
Environment: Literary and ludic
Product: Performance of a short play
Genre, topic, purpose, and
audience
Text and graphic components
Text arrangement
Colophon
Acoustic features
Repertoire of words necessary
for this social practice of the
language
Adverbs of time and place
Verb form

Drama, musical, comedy, satire and farce

Pictures, title, cognates, index, headings
stage directions, dialogues, plot, characters, setting, title, cast, author, genre
Brief statement containing information about the publication of a book such as the place of
publication, the publisher, and the date of publication
Emotional expression, rhythm, varied intonation, varied volume, pauses, quiet voice
Play, characters, tap, shield, cup, set, plot, stage directions, dialogues, title, author, cast, genre.
Yesterday, tomorrow, today, later, now, last year, all year, for a month, since .
Here, there, somewhere, nowhere, everywhere, indoors, outdoors
Imperative

Verb tenses

present (simple, progressive, and perfect) and past

Punctuation

dash, parentheses, squared brackets

UNIT: V
Social practice of the language: Produce texts to participate in academic events
Specific competency: Write arguments in favor or against a topic to participate in a debate
Environment: Academic and educational
Product: Debate
Topic, purpose, and intended
Homework, cell phones, uniform, school, videogames, television
audience
Agreements and disagreements about a topic
Textual and graphic
Pictures, cognates, diagrams, charts.
components
Main title, subtitle, main idea, detail, introduction, conclusion
Repertoire of words necessary In agreement
for this social practice of the
in disagreement
language
against an argument
for an argument
One point in agreement with the debate is that...
One point in disagreement with the debate is ...
Should / shoulnt
Must / mustnt
Advantages / disadvantages
In favour of...
In support of this idea...
Against this idea...
Another point against...
In conclusion...
On one hand, ...
On the other hand...
I believe that...
Its clear that...
Then again, ...
Synonyms
Permitted / allowed, tired / exhausted, excess / overload, sugar y drin ms / sodas, nervous /
shaky, clothes collection / wardrobe, costly / expensive
Verb form
passive
Connectors
Yet, but, and, however,

Possessive genitive
Pronouns
Contrast between British and
American variants
Word endings (e.g., -y, -ie, -e)

e.g., worlds diversity and humans features

personal and reflexive
regular and irregular verbs (e.g., burned, burnt; spelled, spelt).
Say, strategy, try, day

UNIT: V
Social practice of the language: Interpret and express everyday life instructions
Specific competency: Understand and give instructions to plan a field trip
Environment: Familiar and community
Product: Activity schedule
Topic, purpose, and intended
audience
Contextual clues
Repertoire of words necessary
for this social practice of the
language

Acoustic features
Verbs: modals
Verb tenses: future
Verb forms
Syntactic differences between
British and American variants

information regarding the planning of a field trip

Speech register, expressions, non-verbal language
Days of The week
Seasons
Vocabulary related to camping: flashlight, insect repellent, hiking boots, etc.
We chose... as our field trip destination because...
This is the activity schedule...
We are leaving from... at...
At... we are going to...
volume, tone, rhythm, speed, and intonation
May, might, need
Will, be going to, present continuous
Imperative
future tense verb forms (e.g., We shall leave; We will leave).