Independent

Communication in English

Core of basic disciplinary

training
3rd Semester

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Career (s):
Applies to all careers
Editor: Colegio Nacional de Educación Profesional Técnica

Module Study Program: Independent Communication in English

Area(s): All training areas.

Career(s): All careers.

Semester(s): Third

Hours per semester: 54

© Colegio Nacional de Educación Profesional Técnica

Date of design or update: June, 2019

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Prohibited the total or partial reproduction of this work by any means, withouth written authorization of Conalep.
Marisela Zamora Anaya

Directorio
General Director
Enrique Ku Herrera Curriculum Design Coordinators:

General Secretary Basic and Services Areas

Rolando de Jesús López Saldaña Caridad del Carmen Cruz López
Academic Secretary Maintenance and Installation Areas, Electricity,
David Fernando Beciez González Electronics and ICT
Nicolás Guillermo Pinacho Burgoa
Administration Secretary
Aida Margarita Menez Escobar Areas of Production and Transformation Processes
Norma Osorio Vera
Secretary of Planning and Institutional
Development Academic Resources
Rosalío Tabla Cerón Maritza E. Huitrón Miranda
Secretary of Institutional Services José Antonio Academic Environments and Libraries Eric Durán
Gómez Mandujano Dávila

Corporate Director of Legal Affairs

José Luis Martínez Garza

Head of the Studies and Academic Exchange Unit

María del Carmen Verdugo Salazar

Corporate Director of Applied Technology

Iván Flores Benitez

Director of Curricular Design

Module: Independent Communication in English

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Content Pág.

1 Message fom the General Director 4

2 Message from the Academic Secretary 5

3 Presentation of the Program 6

4 Scopes of the Graduate Profile 8

5 Linking Competencies with Learning Outcomes 10

6 Identification data of the module 14

7 Purpose of the module 15

8 Dosage of the Program 15

9 Learning Units (Central contents) 18

10 References 26

1. Message fom the General Director

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The CONALEP System invites us to evaluate the repercussions of being an Institution of Educational Excellence; to propose that in each of our
schools people think of the so diverse ways that exist to contribute, so that Mexico is better, more fair and equitable with the effort of all.

A student trained in our schools must always distinguish himself by his continuous effort to incorporate himself in the best conditions to the labor
market or to have the option of continuing his studies in Higher Education to compete with other young people in a productive world that everyday
demands a greater dominance of the technic and technology in the face of the enormous challenges of Industry 4.0 and the needs of mexican
society.

These study programs are the result of the intense work of teachers, prestigious academics and institutions of the productive sector, public and
private, to achieve a quality training option, at the service of the outstanding students of the Mexican Republic.

Dr. Enrique Ku Herrera

General Director of the CONALEP System

2. Message from the Academic Secretary

Educate implies a great responsibility, the task is complex, it has to do with the interests and needs of the students, with the vocation of the education
professional involved in it, its clarity, will and concern to provide knowledge to the students in the best way.

To educate, is also to respond to the needs of the immediate environment of the family, the community, the country and, of course, with the development
of humanity.

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The fulfillment of the current plans and programs of study, pose the challenge of being in agreement with the current times, as well as with the economic,
social and cultural development of the country, among others; they must express in their contents, in a clear manner, the strategies of planning,
development and evaluation; likewise, they invariably contain a precise vision about what to achieved with them, in the educational relationship between
teachers and students.

This document is the product of the coordinated effort of groups of specialists, teachers and workers in the service of Education, to accomplish with its
design the challenge of confirming that the CONALEP System is an Institution of Educational Excellence.

With the efforts of everybody, this educational mission, fundamental for the development of our country, is materialized.

Mtro. David Fernando Beciez González

Academic Secretary of CONALEP

3. Presentation of the Program

The contents of education are topics of permanent debate in the societies of all countries. What should be taught? What is the priority and for what? What should young
people learn to successfully face the challenges of the 21st century? All these questions admit different answers but clearly they must be answered through the
competences and values expressed in the graduation profile of the student of Higher Secondary Education, in which the new focus of the key learnings -those that allow
us to continue learning constantly- what it means to go beyond particular views and address the main challenges in the design of the curriculum to integrate the essential
elements of the training of young high school graduates to achieve competences that respond to the historical moment that the students live; and the incorporation of
the advances that have taken place in the field of cognitive development, intelligence and learning.

Therefore, the New Educational Model established for Higher Secondary Education (EMS) considers the competences that students must have regardless of the
subsystem to which they belong. In this sense, the Common Curricular Framework allows articulating the programs of different EMS options, it also includes a series of
terminal performances expressed as generic competences, basic and extended disciplinary competences and basic and extended professional competences.

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In this context, the different subsystems of the EMS, adapt their plans and study programs to establish shared competences, without losing the identity of each
educational institution and so that the competences developed by the students correspond to the profile of graduation indicated in the Purposes of Education in the
21st century and in the Educational Model for Compulsory Education.

The CONALEP updates the study programs of the Basic Training Core, which changes its name to be the Core of Basic Disciplinary Training, based on the Reference Study
Plans of the Basic Component of the Common Curriculum Framework of Higher Secondary Education.

These reference plans strengthen the inter and intra-disciplinary integration through seven organizing elements:
1. Key learnings .-Refers to skills that all students of Higher Education Media must develop
2. Competence.- It organizes concepts, skills and attitudes of the disciplinary fields and is the benchmark for promoting inter-subject relationships.
3. Component.- It generates and/or integrates the contents and it responds to specific organization forms to each field or discipline.
4. Content.- It corresponds to key learning point. It is the highest-ranking content in the study program.
5. Specific content.- It corresponds to the central contents and by their specificity; they establish the reach and depth of their approach.
6. Expected learning outcomes.- They are descriptors of the learning process and performance indicators that students must achieve for each of the specific
contents.
7. Evidence of learning.- It corresponds to the expected learning outcomes and to the specific contents; they are the evidences of the achievement of the expected
learning outcomes.

According to these elements, "Independent communication in English" module curriculum is structured as follows:

Key learning points

Competence Component Content

- Communication and interpersonal

Students will communicate, interact, and relationships
collaborate with others (transverse axis for all - Integration of learning communities. Collaborative work in classroom as a basis for the
subjects from Communication and Social Sciences - Contextualization of learning communities integration of the learning community.
as disciplinary fields). through students' interests and academic
experiences.

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- Reading, writing and oral production as learning

- The importance of language
sources and abilities practice.
and grammar role in it.
Reading, writing, speaking and listening. - The importance of reading to writing production.
- Argumentative text.
- The importance of reading to writing in based
- The text as resource information and new ideas.
argument.

- The justification of the student’s opinion with an

Providing reasonable opinions from the point of argument. - The argumentative writing.
making a text - The solid construction of one´s original - The original argumentative writing.
perspective.

- Technology and human development.

- Generation and responsible use of information - The impact of technology on human
for learning. development.
Technology, information, communication and
- Web-based learning. - Responsible use of information. - Learning and
learning.
- Creation of contents for learning. innovation - In and from the web.
- Use of technology to enhance webbased - Programming to learn.
learning.

4. Scopes of the Graduate Profile

Scopes of the Graduate Profile

Scope Graduate profile

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The student expresses himself/herself clearly in English in oral and written

form. They identify the key ideas in a text or in an oral speech, and infers
conclusions form them, the students gets and interprets information and
argues efficiently. He/She communicates himself/herself in English fluently and
Language and ommunication naturally.

The student is aware of them and determined; he/she develops healthy

interpersonal relationships, self-regulates, can face adversity and act with
efficiency and recognizes the need to ask for support. They can build a living
project with personal goals. They establish goals and seek to take advantage of
Socioemotional skills and life project
their options and resources. They make decisions that give him/her current
comfort, opportunities, and he/she knows how to deal with future risks.

The student works in teams in a constructive way and applies a participative

and responsible leadership, he/she proposes alternatives to act and solve
Collaboration and teamwork problems. The student assumes a constructive attitude.

The students use the Information and Communication Technologies in an ethic

and responsible way to investigate, to solve problems, to generate materials,
Digital skills and to express ideas. They take advantage of these technologies to develop
ideas and innovations.

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5. Linking Competencies with Learning Outcomes

The following table presents the association of learning outcomes with the generic and disciplinary competences that should be promoted from the module Independent
communication in English. This relationship was established to cover the EMS Graduation Profile, in such a way that each module has the competences that must be
met and respected in its planning.

EXPECTED LEARNING
LEARNING OUTCOME GENERIC COMPETENCIES ATTRIBUTE DISCIPLINARY COMPETENCIES
OUTCOME

He/ She describes and 1.1 Compare people, objects and 4. The student listens, interprets, and 4.1 He/She expresses ideas and concepts C4. Produces texts based on the
compares objects and places using gradable communicates messages relevant to different by using linguistic, mathematic and normative use of the language,
subjects of similar adjectives contexts by using appropriate means, codes graphic means. considering the intention and
characteristics. and tools. communicative situation.
4.4 He communicates in a second
language on daily situations.
C11. Communicates in a foreign
language through a logical speech,
8. Participate and 8.3 The student assumes a constructive oral or written, consistent with the
collaborate effectively on diverse attitude consistent with the knowledge communicative situation.
teams. he/she has within different work teams.

Students make and 1.2 Talk and write about personal 4. The student listens, interprets, and 4.1 He/She expresses ideas and concepts C4. Produces texts based on the
arguments about the main goals in different contex communicates messages relevant to different by using linguistic, mathematic and normative use of the language,
reason to visit those places using the structure will and contexts by using appropriate means, codes graphic means. considering the intention and
around the world and to know going to and tools. communicative situation.
about the culture of the place. 4.2 He/She uses different communicative
strategies according to the audience,
context and his/her objectives. C11. Communicates in a foreign
language through a logical speech,
oral or written, consistent with the
communicative situation.
4.4 He communicates in a second
language on daily situations.

6. Sustains a personal position on topics of 6.4 Structure ideas and arguments in a

interest and general relevance, considering clear, coherent and synthetic way.
other points of view in a critical and reflective
manner.

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EXPECTED LEARNING
LEARNING OUTCOME GENERIC COMPETENCIES ATTRIBUTE DISCIPLINARY COMPETENCIES
OUTCOME

10. Maintains a respectful attitude toward 10.1 The student recognizes that diversity
interculturality and the diversity of beliefs, takes place in a democratic space of equal
values, ideas and social practices. dignity and rights of all people, and
rejects all forms of discrimination.

10.2 Dialogue and learn from people with

different points of view and cultural
traditions by locating their own
circumstances in a broader context.

Students use the modals 1.3 Describe possibilities skills, 4. The student listens, interprets, and 4.1 He/She expresses ideas and concepts C1. Identifies, orders and
to communicate recommendations and of communicates messages relevant to different by using linguistic, mathematic and graphic interprets the ideas, data and
abilities and possibilities in people in their contexts by using appropriate means, codes and means. concepts explicit and implicit in a
different contexts. environment, modals using tools. text, considering the context in
verbs which it was generated and in
4.2 He/She uses different communicative which it is received.
strategies according to the audience,
context and his/her objectives.
C4. Produces texts based on the
normative use of the language,
considering the intention and
communicative situation.
4.4 He communicates in a second
language on daily situations.
C10 Identify and interpret the
general idea and possible
development of an oral or written
message in a second language,
using previous knowledge,
nonverbal elements and cultural
context.

8.3 The student assumes a constructive C11. Communicates in a foreign

Students make requests in a
8. Participate and collaborate attitude consistent with the knowledge language through a logical speech,
formal or informal way
effectively on diverse teams he/she has within different work teams.
depending where he/she is at.

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oral or written, consistent with the

10.1 The student recognizes that diversity communicative situation.
10. Maintains a respectful attitude toward
takes place in a democratic space of equal
interculturality and the diversity of beliefs,
dignity and rights of all people, and
values, ideas and social practices.
rejects all forms of discrimination.

EXPECTED LEARNING
LEARNING OUTCOME GENERIC COMPETENCIES ATTRIBUTE DISCIPLINARY COMPETENCIES
OUTCOME

2.1 Describe tastes and 4. The student listens, interprets, and 4.1 He/She expresses ideas and concepts C4. Produces texts based on the
preferences of themselves communicates messages relevant to different by using linguistic, mathematic and normative use of the language,
Students talk about what they and the people around them, contexts by using appropriate means, codes graphic means. considering the intention and
like to do in their everyday using adverbial phrases and tools. communicative situation.
context, they can also share 4.2 He/She uses different communicative
their ideas to others about strategies according to the audience,
what they don’t like to do and context and his/her objectives. C10 Identify and interpret the
make questions to find out general idea and possible
that information among other development of an oral or written
people. 4.4 He communicates in a second message in a second language,
language on daily situations. using previous knowledge,
nonverbal elements and cultural
The student distinguishes and context.
uses verbs followed by gerund
and verbs followed by
infinitive in different contexts. C11. Communicates in a foreign
language through a logical speech,
oral or written, consistent with the
communicative situation.
A student expresses when, 10. Maintains a respectful attitude toward 10.2 Dialogue and learn from people with
where and how often he or interculturality and the diversity of beliefs, different points of view and cultural
she carries out spare time values, ideas and social practices. traditions by locating their own C12. Uses information and
activities. circumstances in a broader context. communication technologies to
investigate, to solve problems, to
produce materials and transmit
information.

Students can express facts, 2.2 Express general truths and facts, 4. The student listens, interprets, and 4.1 He/She expresses ideas and concepts C1. Identifies, orders and interprets
they can also use a different and causeeffect relationships communicates messages relevant to differentby using linguistic, mathematic and graphic the ideas, data and concepts
time tense to identify and present and future, related to contexts by using appropriate means, codes andmeans. explicit and implicit in a text,
tools.

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express real situations and personal, family and social 4.2 He/She uses different communicative considering the context in which it
their logical conclusion. situations, using strategies according to the audience, was generated and in which it is
conditionals context and his/her objectives. received.

4.4 He communicates in a second C10 Identify and interpret the

language on daily situations. general idea and possible
development of an oral or written
message in a second language,
using previous knowledge, non-

EXPECTED LEARNING
LEARNING OUTCOME GENERIC COMPETENCIES ATTRIBUTE DISCIPLINARY COMPETENCIES
OUTCOME

5. Develop innovations and propose solutions 5.3. Identify the systems and rules or core verbal elements and cultural
to problems based on established methods. principles that underlie a context.
series of phenomena
C11. Communicates in a foreign
language through a logical speech,
oral or written, consistent with the
communicative situation.

A Student identifies activities 2.3 Exchange information about 4. The student listens, interprets, and 4.1 He/She expresses ideas and concepts C1. Identifies, orders and
that started sometime in the past and present activities communicates messages relevant to different by using linguistic, mathematic and graphic interprets the ideas, data and
past but haven’t concluded carried out by him and by contexts by using appropriate means, codes and means. concepts explicit and implicit in a
yet and have an impact in his people around him using the tools. text, considering the context in
or her present in a time line. perfect present tense which it was generated and in
4.2 He/She uses different communicative which it is received.
strategies according to the audience,
context and his/her objectives. C10 Identify and interpret the
general idea and possible
development of an oral or written
4.4 He communicates in a second message in a second language,
language on daily situations. using previous knowledge,
nonverbal elements and cultural
context.
. A student expresses the 10. Maintains a respectful attitude toward 10.2 The student dialogues and learns
same ideas with different interculturality and the from people with different points of view C11. Communicates in a foreign
words. diversity of beliefs, values, ideas and socialand cultural traditions by placing his/her language through a logical speech,
practices. own circumstances in a broader context oral or written, consistent with the
communicative situation.

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6. Identification data of the module

The Independent communication in English module is taught in the third semester of all careers, corresponds to the Core of Basic Disciplinary Training and is part of the
Disciplinary Area of Communication; it has 3 hours a week and- 5 credits. These hours include working with the Socioemotional Skills.

Modules related.

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7. Purpose of the module

By the end of the third semester of English the student reads, writes, understands and exchanges information about
him/herself and others according to the context and time he/she is situated.

8. Dosage of the Program

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Learning
Unit (Central Expected learning outcomes Learning outcome Socioemotional skills (HSE)*
content)

1.1 Compare people, objects and places using gradable

He/She describes and compares objects and adjectives
subjects of similar characteristics.
4 hours

1.2 Talk and write about personal goals in different

Students make and arguments about the main
context using the structure will and going to
reason to visit those places around the world
and to know about the culture of the place.
6 hours

1. Exchange of
information Students use the modals to
in the present communicate abilities and possibilities in
and future different contexts. Relationship
1.3 Describe skills, possibilities and recommendations of Dimension: Social consciense
20 hours people in their environment, using modals verbs HSE data sheets.
Students make requests in a formal or informal
way depending where he/she is at. 10 hours

Learning Unit
(Central content) Expected learning outcomes Learning outcome Socioemotional skills (HSE)*

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Students talk about what they like to do in

their everyday context, they can also share
their ideas to others about what they don’t
like to do and make questions to find out that
information among other people

2.1 Describe tastes and preferences of themselves and

the people around them, using adverbial phrases
The student distinguishes and uses verbs
followed by gerund and verbs followed by 7 horas
infinitive in different contexts.

A student expresses when, where and how

often he or she carries out spare time
activities

2.2 Express general truths and facts, and cause-effect

relationships present and future, related to
Students can express facts, they can also use
personal, family and social situations, using
a different time tense to identify and express
conditionals
real situations and their logical conclusion.
10 horas

2. Exchange of A student identifies activities that started

information about sometime in the past but haven’t concluded
environmental yet and have an impact in his or her present in
events a time line. 2.3 Exchange information about past and present Relationship
activities carried out by him and by people around Dimension: Social consciense
34 hours him using the perfect present tense HSE data sheets.
A student expresses the same ideas with
different words. 17 horas

*Note: The socioemotional skills will be developed in the Pedagogical Guide of the module.

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9. Learning Units (Central contents)

Learning unit (Central content)

1. Exchange of information in the present and future 20 hours

Learning outcome 1.1 Compare people, objects and places using gradable adjectives. 4 hours

Expected learning outcomes Evaluation activities Weighing Specific contents

He/she describes and compares objects and 1.1.1 Given two subjects or objects A. Talking about habitual actions and routines
subjects of similar characteristics from the same category (TV • PRESENT SIMPLE (affirmative, negative,
programs, books, movies, etc.) questions, short answers)
students elaborate a -Chores
paragraph where they
describe and compare the B. Expressing possession and possibility
subjects between each other. • Possessive adjectives
• *MAY (possibility)
-Family members
Evidence of learning

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A paragraph C. Discussing clothes and accessories

• Possessive pronouns
• Possessive case
-Clothes and accessories

D. Describing one’s house and talking about

current activities
• PRESENT PROGRESSIVE
-Household objects
-Rooms
-Parts of the house
-Materials

E. Asking about and describing people’s

appearance
• Comparative degree of adjectives
-Physical appearance

Learning outcome 1.2 Talk and write about personal goals in different context using the structure will and going to.
6 horas

Expected learning outcomes Evaluation activities Weighing Specific contents

Students make and arguments about the 1.2.1 Student elaborates a collage 10% A. Discussing future plans
main reason to visit those places around the with graphic content and • FUTURE BE GOING TO
world and to know about the culture of the exposes the main reasons they -Words related to space travel
place. have to visit their places of
interest. B. Making on the spot decisions
• FUTURE WILL (offers, promises, requests,
on the spot decisions, warnings, threats)
-Phrasal verbs (look)

Evidence of learning C. Making predictions

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A collage. • FUTURE WILL (predictions)

-Words related to space

D. Inviting and accepting or refusing an invitation

• PRESENT PROGRESSIVE with future
meaning
-Words related to technology

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Learning outcome 1.3 Describe skills, possibilities and recommendations of people in their environment using modals verbs
10 horas

Expected learning outcomes Evaluation activities Weighing Specific contents

Students use the modals to communicate 1.3.1 Given a context such as 20% A. Understanding messages and talking on the
abilities and restaurants, hospitals, phone
possibilities in different contexts museums and others, the • MUST
Students make requests in a formal or student writes a dialogue where -Words and phrases used in telephone
informal way depending where he/she is at. she/he can make the difference conversations
among can, could and have to in
different contexts. B. Asking for, giving and refusing permission
• HAVE TO
-Words related to computers
Evidence of learning • Use of the modal verb "Must”

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A written dialogue.
C. Making polite offers and requests
• COULD
-Prepositions of movement
-Words related to weather

D. Asking for and giving advice

• SHOULD
-Phrases related to healthy lifestyle

Learning unit (Central content)

2. Exchange of information about environmental events 34 hours

Learning outcome 2.1 Describe tastes and preferences of themselves and the people around them, using adverbial phrases.
7 hours

Expected learning outcomes Evaluation activities Weighing Specific contents

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Students talk about what they like to do in 2.1.1 Students elaborate and do a 20 % A. Discussing past events and situations
their everyday context, they can also share survey with their classmates • PAST SIMPLE (affirmative and negative)
their ideas to others about what they don’t about what they like to do, the • PAST SIMPLE of “BE”
like to do and make questions to find out that questions should have a -Modes of transportation
information among other people. limitation of time and place,
The student distinguishes and uses verbs for example: What do you like B. Discussing travelers’ problems and expressing
followed by gerund and verbs followed by to do after school? ability in the past
infinitive in different contexts. Afterwards, they report the • PAST SIMPLE (questions and short
A student expresses when, where and how collected answers to the rest answers)
often he or she carries out spare time of the class, trying to find • COULD (ability)
activities. similarities and elaborating a -Places in a city
graphic organizer.
C. Asking and answering questions about
Evidence of learning activities in the past
• PAST progressive (affirmative, negative,
A written conversation. questions and short answers)
-Accidents
-Body parts

D. Linking past events

• PAST PROGRESSIVE and PAST SIMPLE
• Time clauses (when, while)
-Opposite adjectives
-Adjectives describing feelings
-Linking words and adverbs

Learning outcome 2.2 Express general truths and facts, and cause-effect relationships present and future, related to personal,
10 horas
family and social situations, using conditionals.

Expected learning outcomes Evaluation activities Weighing Specific contents

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Students can express facts, they can also use 2.2.1 Given a situation (text, video, 20% A. Linking past and present time
a different time tense to identify and express image), students elaborate a • PRESENT PERFECT SIMPLE (affirmative,
real situations and their logical conclusión. set of rules or facts that follow negative)
a logical order and lead to a -Words related to camping
specific result, describing
cause and effect. B. Talking about past experiences
• PRESENT PERFECT SIMPLE (questions
and short answers)
-Words related to adventure
Evidence of learning C. Discussing jobs
• PRESENT PERFECT SIMPLE: How long?
A Text. For, Since
-jobs

D. Making hypothesis
• Conditional sentences Type I
-Animals

E. Describing a vacation
-Actions sports

Learning outcome 2.3 Exchange information about past and present activities carried out by him and by people around him using
17 horas
the perfect present tense.

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Expected learning outcomes Evaluation activities Weighing Specific contents

A Student identifies activities that started 2.3.1 A survey: Students walk around 20% A. Discussing about what one is able to do
sometime in the past but haven’t concluded the class getting information of • BE ABLE TO
yet and have an impact in his or her present activities that started in the past but • Phrases related to sports and fitness
in a time line. have an impact in the present, and
A student expresses the same ideas report the information obtained. B. Distinguishing between habitual actions and
with different words current activities
• PRESENT SIMPLE vs PRESENT
PROGRESSIVE
• Phrasal verbs and expressions
Evidence of learning • Pets
A short video
C. Discussing healthy eating
• Adverbs of manner
-Ailments and illnesses

D. Asking and answering questions and quantities

• How much?/How many?/much/many/a lot
of/lots of
-Food and drink
-Food groups

E. Talking about one’s favorite sport/activity

-Collocations (do, go, play + sports)

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10. References

Basic

Vázquez, V. (2012) Mi Mundo en otra lengua. México, Secretaría de Educación Pública

Varios autores, (2010) Enciclopedia de Conocimientos Fundamentales UNAM-SIGLO XXI (5 tomos). 2010, México, D.F.

Complementary:

Llanas, Á & Libby W. (2014) Communicate in English 3, semester, Student’s Book. México, Macmillan.
Llanas, Á & Libby W. (2014) Communicate in English 3, semester, Teacher’s Book. México, Macmillan
Dos Santos, M. (2010). Smart Goals I, Enfoque por competencias, México, McGraw-Hill
Flores, P.& Urquijo K. (2016) English 1. México, Grupo Editorial Patria
Llanas, Á& Libby W. (2009) Oxygen Student’s Book 1 for DGB. México, Macmillan
Llanas, Á& Libby W. (2014) Trends 1. México, Macmillan
Thomlinson, J. & Waring R. (2009). Sequences 1. México, Heinle Cengage Learning

Web references:

Comparatives and superlatives Available in: https://www.curso-ingles.com/aprender/cursos/nivel-intermedio/comparativesuperlative/comparatives-and-

superlatives (17-05-19)
Cómo formar comparativos y superlativos en inglés Available in: https://www.britishcouncil.es/blog/como-formar-comparativossuperlativos-ingles (17-05-19)
Duolingo. Available in: https://www.duolingo.com/, (17-05-19)
English media. Available in: http://www.cuaed.unam.mx/english_media/ (17-05-19) British Council. Available
in: https://learnenglish.britishcouncil.org/ (17-05-19) iSLCOLLECTIVE. Available in:
https://en.islcollective.com/resources (17-05-19)

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Colegio Nacional de Educación Profesional Técnica

Grammar reference. Available in: http://speakspeak.com/a/html/d10_english_grammar.htm (17-05-19)

Writing rules. Available in: http://www.grammarbook.com/english_rules.asp (17-05-19)

Auditory activities. Available in: www.elllo.org (17-05-19)
Grammatical and vocabulary. Available in: http://a4esl.org/ (17-05-19)
Vocabulary activities Available in:http://www.englisch-hilfen.de/en/exercises_list/alle_words.htm (17-05-19) Articles on
methodology and resources for teachers. Available in: http://www.pearsonlongman.com/methodology/articles/articles.html (17-
05-19)

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