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“ESCUELA SECUNDARIA XXXXXXX”

ENGLISH SYLLABUS
2 nd Grade Secondary School

SCHOOL YEAR:
2019-2020

TEACHER: XXXXXXXX
SECRETARÍA DE EDUCACION PÚBLICA
ESC. SEC. XXXXXX C.C.T. XXXXXXXXX
ZONA ESCOLAR XXXXXX
ENGLISH SYLLABUS
2 D N G r a d e Secondary School
TEACHER: XXXXXXXX GROUP: XXXXX FIRST TERM a: September 3rd to September
14th, 2019
(From Aug. 20th to Aug. 31th: Review)
Trimestre SOCIAL PRACTICE OF THE LANGUAGE: understand and express information related to ENVIRONMENT: Familiar and community
1 goods and services.
SPECIFIC COMPETENCY: Offer and understand suggestions in order to buy or sell a product.

ACHIEVEMENTS: CONTENTS: PRODUCTS:


Doing with the language
Knowing about the language
Listen to and check goods catalogue
suggestions to buy or sell a
• Anticipates the • Topic, purpose, and intended audience.
product (e.g., clothing, toys,
general meaning appliances, etc.). -Produce telephonic
and main ideas by • Identify topic and purpose. • Contextual clues. complaints.
listening to familiar • Identify sounds that reveal the location
expressions. where a dialogue takes place. • Structure of dialogues. – Select the goods to be
• Identify the relationship between
speakers. included in the
• Repertoire of words necessary for this
• Detect rhythm, tone, speed, and social practice of the language.
catalogue.
intonation.
• Identifies main ideas • Verbs: modals.
Understand the general meaning – Design the
in oral exchanges.
and main ideas. catalogue format
• Activate previous knowledge to anticipate • Verb forms: subjunctive.
and illustrate its
the general meaning and main ideas.
• Acoustic features.
products.
• Searches for • Identify terms that are similar to those in
the mother tongue.
confirmation in an oral • Identify ways to express suggestions. –Write suggestions
• Connectors.
exchange. • Determine linguistic resources to link about the products
sentences together.
• Detect expressions to argue or object.
• Adjectives: qualifying, comparative, included in the
• Identify function of pauses, rhythm, and and compound. catalogue.
• Produces expressions intonation.
to argue or object. • Identify strategies to emphasize meaning • Comparative structures (e.g., as…as…;
– Check that the
(e.g., rephrasing, and adjusting like; more slowly, less quickly;
volume/speed). suggestions comply
• Formulate questions and answers to • Adverbs: of degree (e.g., very, too, and rather). with grammar, spelling
understand a dialogue. and punctuation
• Determine sequence of enunciation.
• Adjusts tone, rhythm, and • Sentence types. conventions.
intonation in producing oral Understand the general meaning
texts. and main ideas. – Practice the
• Activate previous knowledge to anticipate Being through the language enunciation of
the general meaning and main ideas.
• Identify terms that are similar to those in
suggestions, using the
the mother tongue. • Show assertiveness when making decisions. catalogue as a guide.
• Identify ways to express suggestions.
• Determine linguistic resources to link • Foster courtesy in interpersonal relationships. – Present the catalogue to
sentences together.
a previously selected
• Detect expressions to argue or object.
• Identify function of pauses, rhythm, and audience.
intonation.
• Identify strategies to emphasize meaning
(e.g., rephrasing, and adjusting
volume/speed).
• Formulate questions and answers to
understand a dialogue.
• Determine sequence of enunciation.

Express suggestions in a dialogue, based on a


script.

EVALUATION: Global, Continuous and formative.


SECRETARÍA DE EDUCACION PÚBLICA
ESC. SEC. XXXXXX C.C.T. XXXXXXXXX
ZONA ESCOLAR XXXXXX
ENGLISH SYLLABUS
2 D N G r a d e Secondary School

TEACHER: XXXXXX GROUP: XXXX FIRST TERM b: September 17th to September 27th,
2019
Trimestre SOCIAL PRACTICE OF THE LANGUAGE: : Read and understand different ENVIRONMENT: Literary and Ludic
1 types of literary texts from english-speaking countries.
SPECIFIC COMPETENCY: Read fantasy literature and describe characters

ACHIEVEMENTS: CONTENTS: PRODUCTS:


Comic strip
Knowing about the
Doing with the language language
Select and explore fantasy – Select and read a fantasy narrative.
• Topic, purpose, and intended
• Uses strategies to narratives. audience.
support the • Identify textual arrangement.
• Identify publishing data. – Determine the episode/s to be
understanding of • Activate previous knowledge to determine • Colophon: publishing house, year, included in the comic strip.
narratives. topic, purpose, and intended audience. location, etc.
– Design the format for
Read fantasy narratives and • Elements: characters, events,
narrator, etc. the comic strip, defining spaces for
• Anticipates the understand the general
dialogues and descriptions.
general meaning meaning, main ideas, and
• Patterns of textual arrangement.
and main ideas some details.
– Adjust the information to write the
from details. • Repertoire of words necessary for
• Use different comprehension strategies dialogues.
this social practice of the language.
(e.g., re-reading, self- questioning,
vocabulary, text arrangement, etc.).
• Adjectives and adverbs of time. – Write brief descriptions
• Distinguishes explicit • Clarify meaning of words.
for the characters and the events.
from implicit • Identify actions used as names or as
• Verb tenses: present and past
information. characteristics/qualities (e.g., flying on a
perfect.
broomstick was wonderful; He carries a – Check that the writing of dialogues and
lighted candle).
descriptions comply with grammar,
• Distinguish implicit from explicit • Verb forms: gerund and past
• Formulates and information. participle. spelling and punctuation conventions.
answers questions to • Recognize events in paragraphs.
distinguish and verify • Detect words and expressions used to • Conditionals. – Incorporate the dialogues and
describe physical features of characters.
specific information. • Formulate and answer questions to descriptions in the corresponding
determine characters’ actions and abilities. • Direct and indirect speech. spaces
of the comic book and illustrate
Describe characters. • Homophones (e.g., peace/piece and
• Describes characteristics bear/bare).
them.
and abilities.
• Express personal reactions to a text (e.g., I
didn´t like…). • Differences between British and – Rehearse the dramatized reading of
• Listen to others’ opinions to identify American variants. comic books to check understanding.
different interpretations.
• Complete sentences based on characters’ – Perform a dramatized reading of the
actions and abilities. Being through the comic book.
• Write sentences based on one or more language
abilities of characters.
• Complete sentences with
verb forms used as names • Acknowledge creativity and
or as imagination in the perception of reality.
characteristics/qualities,
using conventional writing. • Enjoy reading.
• Put sentences into paragraphs.
• Describe physical characteristics,
abilities, and actions to discover
characters.

EVALUATION: Global, Continuous and formative.


SECRETARÍA DE EDUCACION PÚBLICA
ESC. SEC. XXXXXX C.C.T. XXXXXXXXX
ZONA ESCOLAR XXXXXX
ENGLISH SYLLABUS
2 D N G r a d e Secondary School

TEACHER: XXXXXX GROUP: XXXXXX FIRST TERM a: October 1st to October 12th, 2019

Trimestre SOCIAL PRACTICE OF THE LANGUAGE: Understand and write instructions ENVIRONMENT: Academic and Educational
1
SPECIFIC COMPETENCY: Understand and write instructions to face an environmental emergency

ACHIEVEMENTS: CONTENTS: PRODUCTS:


Instruction manual to
Knowing about the face an environmental
Doing with the language language emergency
• Clarifies the meaning of
unknown terms in order to Select and check emergency • Topic, purpose, and intended
broaden and refine manuals. audience.
– Read emergency instruction
vocabulary. • Graphic and textual components.
manuals.
• Identify purpose and intended audience. • Patterns of textual arrangement: list of
• Understands and points • Examine the distribution and use of graphic steps or instructions.
out the order of and textual components. • Repertoire of words necessary for this – Choose an environmental emergency
components, useful • Predict content. social practice of the language. and look for information on how to
• Identify textual organization. • Syntactic particularities of the face it.
information and main ideas
of an emergency manual. English language: it (e.g., It is
Read and understand
raining; It is likely…). – Write instructions on how to face an
instructions to face an
environmental emergency. • Sentence types. environmental emergency.
• Writes and classifies
sentences in order to • Adverbs of time and relative adverbs
• Identify abbreviations and clarify the (how, why, when, where). – Order the sequence of instructions
create sequences of
meaning of unknown terms. • Abbreviations (e.g., ASAP, S.O.S.). and illustrate them.
instructions.
• Anticipate the general meaning. • Punctuation.
• Recognize steps and the descriptions that • Suffixes and prefixes. – Edit the instructions to write the final
• Removes, add and/or explain or exemplify them.
version of the instruction manual.
changes information to edit • Identify specific language.
an instruction manual • Draw instructions to confirm understanding.
Being through the – Agree on a design to display the
Write instructions to make a language instruction manuals in a bulletin
manual for environmental board.
emergencies. • Use language to prevent and face
problems. – Set up a bulletin board to disseminate the
• Enlist words that determine the sequence
manuals among the school community.
of steps (e.g., first and second).
• Write steps in simple and complex
• Take decisions to protect and
sentences. safeguard physical integrity.
• Broaden, explain and/or exemplify steps.
• Arrange steps in a sequence. • Act in a supportive and responsible
• Make instruction manuals based on the way with the group and the community.
writing of steps.

Edit instruction manuals for


environmental emergencies.

• Read to check punctuation and spelling


conventions.
• Verify the order in sentence sequences.
• Mark and solve doubts.
• Remove, add and/or change information to
improve a text.
• Write a final version.

EVALUATION: Global, Continuous and formative.


SECRETARÍA DE EDUCACION PÚBLICA
ESC. SEC. XXXXXX C.C.T. XXXXXXXXX
ZONA ESCOLAR XXXXXX
ENGLISH SYLLABUS
2 D N G r a d e Secondary School

TEACHER: XXXXXX GROUP: XXXXX FIRST TERM b: October 15th to November 16th, 2019

Trimestre 1 SOCIAL PRACTICE OF THE LANGUAGE: interpret and express ENVIRONMENT: Familiar and community
information published in diverse media
SPECIFIC COMPETENCY: : Write dialogues and interventions for a silent short film

ACHIEVEMENTS: CONTENTS: PRODUCTS:

Knowing about the Script for the dubbing


Doing with the language language of a silent short film
Explore a silent film.
• Anticipates the • Identify topic, purpose, and intended • Genre, topic, purpose, and intended – Select a silent short film.
general meaning audience.
audience.
and main ideas • Establish setting(s) where the action takes
from previous place. – Watch the scenes and
knowledge and
• Identify different characters. • Contextual clues. choose one.
• Identify non-verbal language.
non-verbal • Identify the relationship between settings, • Non-verbal language.
language. actions, and sound effects. – Suggest and write
• Determine the intention of actions dialogues and/or
• Repertoire of words necessary for this
(e.g., funny, melodramatic, tragic,
social practice of the language. interventions for each
• Writes expressions etc.). character.
to produce oral
. Understand the general • Acoustic features.
exchanges. – Organize dialogues and/or
meaning and main ideas.
• Anticipate the general meaning and main • Types of sentences. interventions for the scene
ideas.
• Exemplifies main • Identify structure.
• Adverbs. – Check that structure of
ideas in an oral • Clarify the name of unknown objects, dialogues and
exchange. actions, or concepts.
• Connectors. interventions comply with
• Establish genre (e.g., comedy, melodrama,
and suspense). grammar, spelling and
• Formulate questions to understand content. • Modal verbs. punctuation conventions.
• Rephrases expressions
produced during an oral • Answer questions to describe
exchange. motivations, hopes, aspirations and/or – Put together a script which
ambitions. Being through the contains dialogues and/or
language interventions corresponding
Produce dialogues and to the short film scene.
interventions for a silent short
film. • Value cinema as a means to reflect
• Suggest sentences to write dialogues and – Associate the writing
emotions and experiences of people with dialogues and/or
interventions.
• Organize sentences into sequences to form and their culture. interventions.
dialogues.
• Write dialogues and interventions. • Appreciate cultural expressions particular – Practice the reading aloud
• Include examples, relevant details, and to the English language.
interesting information.
of the script.
• Use linguistic resources to link sentences
together (e.g., since, before, as, so that, etc.) • Know particular values and patterns of – Perform the dubbing.
and/or rephrase expressions. behavior of people from English- speaking
• Read dialogues aloud in order to adjust countries.
verbal and non-verbal language according to
a specific audience (e.g., youngsters and
adults).
• Adjust volume and speed.
• Make the dubbing of dialogues and
interventions.
EVALUATION: Global, Continuous and formative.
SECRETARÍA DE EDUCACION PÚBLICA
ESC. SEC. XXXXXX C.C.T. XXXXXXXXX
ZONA ESCOLAR XXXXXX
ENGLISH SYLLABUS
2 D N G r a d e Secondary School

REVISÓ Vo. Bo.


SUBDIRECTORA. DIRECTOR.
___________________________________ ___________________________________
PROFRA. XXXXXXX PROFR. XXXXXXXXXX