2ND GRADEPurposesStudents will Consolidate the basic vocabulary and fixed expressions used to communicate in English in theforeign language classroom and use them constantly Recognise a variety of oral and written texts (quotidian academic and literary) and use them forreal-life purposes Use their limited knowledge of the language creatively and with some fluency in order to speakandor write about people places or facts Participate effectively in oral andor written exchanges for transactional and interactionalpurposes using formulaic language32 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006 Develop and rely on some basic strategies of a verbal kind in order to compensate for a limitedcommand of the language Recognise and respect the differences between their own and the foreign culture

Unit 1 People and AnimalsUnit PurposeThe purpose of this unit is to enable students to describe people and animals by making reference to theirphysical appearance (in)abilities and habitsroutinesSocial PracticesGiving and obtaining factual information of a personal and non-personal kind11 Expressing (in)ability in the presentSample productions HeShe is a singeran architecthellip heshe can sing very welldesign buildingshellipCan you play the guitarspeak Frenchhellip Yes I can No I canrsquot ( but I can play the harmonicaspeakEnglish)12 Describing people and animalsSample productions Zebras are beautiful They have black and white stripes They live in the jungleThey eat grass LuisErika is medium heightthinhellip and has big brown eyes HeShe is very nice Isheshe curiousshorthellip Yes heshe is No heshe isnrsquot Do elephants have long earsblack eyeshellipYes they do No they donrsquot What does LuisErika look like HeShe is tall and plump Whatrsquos LuisErikalike HeShersquos tallresponsiblehellip( HeShe always does hisher homeworkarrives on timehellip) Whatrsquosyour dog like Itrsquos fatlazyhellipPerformance Evidence Students can recognise and understand quotidian texts (classified advertisements letterse-mails

magazinenewspaper articles and conversations) in order to use them purposefully (obtaininformationlearn about peoplersquos and animalsrsquo (in)abilities appearance and qualities habitsroutines)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details ((in)abilities physical characteristicsroutineshabits) and discriminate relevant from irrelevant information in order to identify aperson or hisher main actionshabitsroutines completeexpand a text andor respond to aconversation- Can infer age sex feelings attitudes location and situation of others- Can infer the meaning of some adjectives used for describing people from the context withinwhich they are presented andor by recognising synonyms (eg thin-slim) and antonyms (egtall-short) based on content as well as on knowledge of the world andor L1- Can discriminate final consonant sounds used in can (kaelign or kn) and canrsquot (kaelignt) Students can recognise and understand academic texts (articles about the routines of animals orgroups of people) in order to compare with the rest of the class their own interpretation and judgementof such texts- Can relate main ideas to examples descriptions and explanations about the routine of an animalor group of people- Can use maps photographs and charts in texts to increase their knowledge about the animal orgroup of people described Students can recognise and understand short literary texts (tales fragments of poems and stories) inorder to comment on the feelings generated by them- Can identify characters and main eventsPerformance Evidence Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (classified advertisement lettere-mail articleconversation) regarding peoplesrsquo andor animalsrsquo (in)abilities physical characteristics andhabitsroutines- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing people and their routines- Can pronounce intelligibly strong and weak vowel sounds when using modal verbs (can kaelign

kn)- Can identify the purpose for writing a description of people andor animals intended audienceand type of text required (classified advertisement lettere-mail article) and generate andViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 33organise ideas coherently with the help of peers the teacher or by consulting different sourcesof information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (classified advertisement heading body lettere-mail articleintroduction body conclusions) with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a classified advertisement letteremailarticle and join them later using some linking devices (ldquordquo and but or) in order to makethe text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the classified advertisement or article producedReflection on Language Strategic CompetenceStudents notice that the modal verb can indicates present abilityand has a regular form for all persons the meaning of Whatrsquos somethingsomeonelike when used in the context of descriptions that adjectives have a fixed order size + colour(eg She has big brown eyes) that some words are used to replace a propernoun (eg Maria is a nurse 1048764 She is kind 1048764Everybody likes her 1048764 Her cousin is a doctor) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but) oralternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice- Can adjust pace according topunctuation marks when readingaloudsilently

Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can support message with gestures- Can refer to dictionary entries- Can ask forgive examples to illustratemessage- Can paraphrase- Can self-correct pronunciation- Can re-read Students can givetake the floor sensitively inverbal andor non-verbal ways- Can choose the most appropriatemoment to intervene- Can show sensitivity towards others Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

Unit 2 Health and the BodyUnit PurposeThe purpose of this unit is to enable students to give advice and make suggestions around the topic ofhealthSocial PracticesGiving and obtaining factual information of a personal and non-personal kind21 Discussing the body and onersquos healthSample productions (I donrsquot feel well) I amfeel illdizzyhellip Is heshe finesickhellip Yes heshe is Noheshe isnrsquot Do you feel OKhothellip Yes I do No I donrsquot How is heshe How does heshe feelHeShe isfeels sickbetterhellip Whatrsquos the problemmatter I have a headachea toothache I have acougha coldhellip34 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Establishing and maintaining social contacts22 Giving adviceSample productions (You donrsquot look well I think) You should go to the doctortake an aspirinhellip Youshouldnrsquot go to school todayeat fat The best thing for you is to restdrink a cup of tea If I were youI would go to the dentistsee a specialisthellip If I were you I wouldnrsquot go outtake medicine without aprescriptionhellip Donrsquot eat junk foodhave cold drinks Try drinking a glass of waterputting ointment

on23 Making and answering offers and suggestionsSample productions (Listen) Why donrsquot you go to the dentistput some ice on How about staying inbedtaking a hot showerhellip ShouldShall I call the doctorbring you a cup of teahellip Do you want meto take you to the hospitalphone your familyhellip Thatrsquos a good idea That would be nice ThanksThankyou (very much) I donrsquot think so No (thanksthank you) Irsquod rather ask my doctorstay at homePerformance Evidence Students can recognise and understand quotidian texts (letterse-mails instructionsmagazinenewspaper articles and conversations) in order to use them purposefully (obtaingiveadvice suggest a solutioncourse of action act according to instructions or treat a certainillnessdiscomfort)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (symptoms feelings or suggestions) anddiscriminate relevant from irrelevant information in order to deal with common health problemsfollow instructions completeexpand a text andor respond to a conversation- Can infer age sex feelings attitudes location and situation of others- Can infer the meaning of unfamiliar words related to health and the body from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding health Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail set of instructions conversation)regarding health and the body- Can follow structured models of spokenwritten language to give information about health andthe body- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when exchanging information about health and thebody- Can produce some fixed expressions with appropriate stress rhythm and intonation when givingadvice and when making suggestions

- Can identify the purpose for writing about health intended audience and type of text required(lettere-mail set of instructions) and generate and organise ideas coherently with the help ofpeers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail introduction body conclusions) with the help ofpeers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail or a set of instructionsand join or sequence them later using some linking devices (ldquordquo and because or) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb should is used togive advice or make suggestions andhas a regular form for all persons that the imperative form is used to givemedical indications (eg Take threedrops once a day Donrsquot drink cold waterStay in bed etc) that some nouns have irregular plurals Students can use some verbal andor non-verbalinformation to ease and enrich communication- Can rely on gestures facial expressions andvisual context- Can rely on background noise tone of voice- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused and copewith not being able to understand parts of writtenoraltexts- Can wonder if a given text makes senseViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 35(eg foot 1048764 feet tooth 1048764 teeth) that a certain quantity of things that ingeneral are uncountable (eg cottonwater tea etc) is expressed using aquantifier followed by of and uncountablenouns (eg a cup of tea three drops ofsyrup a piece of cotton etc) the different meanings that a single termmay have depending on the context of

use (sick) that some linking devices indicateaddition (ldquordquo and) while others indicatecause (because) or alternative (or)and use such language features appropriately Students can recognise when confused and useverbal andor non-verbal language to repaircommunication breakdowns- Can repeatask for repetition- Can support message with gestures- Can refer to dictionary entries- Can ask forgive examples to illustratemessage- Can paraphrase- Can re-read- Can ask forgive the spellingmeaning of aword Students can givetake the floor sensitively in verbalandor non-verbal ways- Can initiate a conversation appropriately- Can choose the most appropriate moment tointervene- Can show sensitivity towards others Students can make sense of the organisation ofreference books (dictionaries encyclopaediastextbooks) in order to look for help- Can check the spelling of unfamiliar words- Can look up words to decide when they areused- Can look up unfamiliar words to find theirmeaning

Unit 3 Shopping and ClothesUnit PurposeThe purpose of this unit is to enable students to participate in conversations in which they compare buy orsell a variety of itemsSocial PracticesGiving and obtaining factual information of a personal and non-personal kind31 Making comparisonsexpressing degrees of differenceSample productions The redThis sweater is nicerwarmerhellip than the pink onethat one ItThat blackjacket is more fashionableoriginalhellip than the beige one Are these jeansshortshellip cheaper than thoseones Are these jeansshortshellipmore expensivecomfortablehellip than those ones Yes they are Nothey arenrsquot Which are the bestcheapesthellip shoes Which (ones) are the most expensivecolourfulhellipjeans TheseThe green ones Which (one) is nicerlargerhellip The redThis one Which is moreformalfashionablehellip The greyThat one

Carrying out certain transactions32 Buying and selling thingsSample productions CanMay I help you Irsquom just looking ( thanks) Yes ( please) Do you have thisjacketthat blousehellip in greya larger sizehellip Would you like to try itthis coathellip on Yes pleasethankyou Can I try itthe suithellip on Can you get me a largersmaller size CertainlyOf course (sirmadam) What size do you need (I need) A medium one9hellip ( please) How much are theytheseshortshellip Theyrsquore $100pound2hellipPerformance Evidence Students can recognise and understand quotidian texts (advertisements catalogues andconversations) in order to use them purposefully (make comparisons buy sell select obtaininformation about products)- Can use knowledge of the world and clues (illustrations realia) to make predictions about thetexts36 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006- Can identify the overall message and some details (pricesfeatures of an object) anddiscriminate relevant from irrelevant information in order to make comparisons between two ormore items identify prices completeexpand a text andor respond to a conversation- Can infer intentions and attitudes of others- Can infer from data provided by the text knowledge of the world andor L1 some implicitinformation (location target customers price scale quality and characteristics of product)- Can infer the meaning of unfamiliar words related to shopping and clothes from the contextwithin which they are presented andor by recognising synonyms (eg big - large) andantonyms (eg cheap - expensive) based on content as well as on knowledge of the worldandor L1- Can discriminate the particular sounds used in this (s) and these (iz) and -ty (t) and -teen(tin)- Can express own judgement and make recommendations about the information contained intexts regarding items for salePerformance Evidence Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (advertisement catalogue conversation) regarding

comparisons and buyingselling things- Can follow structured models of spokenwritten language to give information about items forsale- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when comparing and when buyingselling things- Can produce some fixed expressions with appropriate stress rhythm and intonation whenmaking comparisons and purchases- Can pronounce intelligibly short and long vowel sounds that make a difference in meaning whenusing demonstrative pronouns (this (s) and these (iz))- Can identify the purpose for writing a description of items for sale intended audience and typeof text required (advertisement catalogue) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce individual sentences in preparation to write an advertisement catalogue and jointhem later using some linking devices (because or) in order to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the advertisement or catalogue producedReflection on Language Strategic CompetenceStudents notice the implication of physical proximity or distancewhen using singular (this - that) and pluraldemonstrative pronouns (these - those) that the forms adjective + -er (than) and more+ adjective ( than) indicate inequality that the forms the + adjective + -est and themost + adjective indicate that one of a group isoutstanding in a particular way changes in spelling at the end of adjectiveswhen using their comparative and superlativeforms (eg big 1048764 bigger 1048764 biggest pretty 1048764prettier 1048764 prettiest large 1048764 larger 1048764 largestcheap 1048764 cheaper 1048764 cheapest etc) that some adjectives have irregularcomparative and superlative forms (eg good1048764 better 1048764 best bad 1048764 worse 1048764 worst) the different meanings that a single term mayhave depending on the context of use (dresstie coat glasses watch ring) that some linking devices indicate cause

(because) while others indicate alternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can support message with gestures- Can self-correct pronunciation Students can givetake the floor sensitively inverbal andor non-verbal ways- Can initiate a conversation appropriately Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up words to decide when theyare usedViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 37

Unit 4 House and HomeUnit PurposeThe purpose of this unit is to enable students to describe their homes and learn about other peoplersquoshomesSocial PracticesGiving and obtaining factual information of a personal and non-personal kind41 Describing accommodationSample productions Therersquos an apartmenta house for rentsale in my buildingblockhellip There are threeroomstwo bathroomshellip (therein my apartment) Therersquos a largebeautiful studioliving roomhellip and asmall bathroomkitchenhellip(in hisher house) My bedroom is largernicer than my sisterrsquosthe studio Thebedroomdining roomhellip is oppositenext tohellip the entrancedining roomhellip Are there anyclosetsbookcaseshellip Yes there are No there arenrsquot (any) ( but therersquos a chest of drawers) Whatrsquos

your roomhouse like Itrsquos a small rooma large apartment Therersquos a lamp beside the bed and acomputer on my desk There are two bedrooms on the second floornext to the bathroom How manyposterspictureshellip are theredo you have (There areI have) TwoFourhellip Wherersquos the bathroom Itrsquosat the end of the hallnext to the kitchenPerformance Evidence Students can recognise and understand quotidian texts (brochures advertisementsmagazinenewspaper articles classified advertisements letterse-mails and conversations) in order touse them purposefully (obtain the characteristics of accommodation make comparisons)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (location numbers characteristics ofaccommodation and parts of a house) and discriminate relevant from irrelevant information inorder to identify a placeitem in the house determine which place is biggerbettercompleteexpand a text andor respond to a conversation- Can infer some information such as location of roomsfurniture size of the houseroom locationof speakers in relation to a map- Can infer from the data provided by the text knowledge of the world andor L1 some implicitinformation (state of accommodation characteristics of location)- Can infer the meaning of unfamiliar words related to accommodation from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding accommodation Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (brochure advertisement classified advertisementlettere-mail conversation) regarding descriptions of accommodation- Can follow structured models of spokenwritten language to give information aboutaccommodation- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing accommodation- Can produce some fixed expressions with appropriate stress rhythm and intonation whengivingasking for information about accommodation

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

magazinenewspaper articles and conversations) in order to use them purposefully (obtaininformationlearn about peoplersquos and animalsrsquo (in)abilities appearance and qualities habitsroutines)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details ((in)abilities physical characteristicsroutineshabits) and discriminate relevant from irrelevant information in order to identify aperson or hisher main actionshabitsroutines completeexpand a text andor respond to aconversation- Can infer age sex feelings attitudes location and situation of others- Can infer the meaning of some adjectives used for describing people from the context withinwhich they are presented andor by recognising synonyms (eg thin-slim) and antonyms (egtall-short) based on content as well as on knowledge of the world andor L1- Can discriminate final consonant sounds used in can (kaelign or kn) and canrsquot (kaelignt) Students can recognise and understand academic texts (articles about the routines of animals orgroups of people) in order to compare with the rest of the class their own interpretation and judgementof such texts- Can relate main ideas to examples descriptions and explanations about the routine of an animalor group of people- Can use maps photographs and charts in texts to increase their knowledge about the animal orgroup of people described Students can recognise and understand short literary texts (tales fragments of poems and stories) inorder to comment on the feelings generated by them- Can identify characters and main eventsPerformance Evidence Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (classified advertisement lettere-mail articleconversation) regarding peoplesrsquo andor animalsrsquo (in)abilities physical characteristics andhabitsroutines- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing people and their routines- Can pronounce intelligibly strong and weak vowel sounds when using modal verbs (can kaelign

kn)- Can identify the purpose for writing a description of people andor animals intended audienceand type of text required (classified advertisement lettere-mail article) and generate andViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 33organise ideas coherently with the help of peers the teacher or by consulting different sourcesof information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (classified advertisement heading body lettere-mail articleintroduction body conclusions) with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a classified advertisement letteremailarticle and join them later using some linking devices (ldquordquo and but or) in order to makethe text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the classified advertisement or article producedReflection on Language Strategic CompetenceStudents notice that the modal verb can indicates present abilityand has a regular form for all persons the meaning of Whatrsquos somethingsomeonelike when used in the context of descriptions that adjectives have a fixed order size + colour(eg She has big brown eyes) that some words are used to replace a propernoun (eg Maria is a nurse 1048764 She is kind 1048764Everybody likes her 1048764 Her cousin is a doctor) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but) oralternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice- Can adjust pace according topunctuation marks when readingaloudsilently

Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can support message with gestures- Can refer to dictionary entries- Can ask forgive examples to illustratemessage- Can paraphrase- Can self-correct pronunciation- Can re-read Students can givetake the floor sensitively inverbal andor non-verbal ways- Can choose the most appropriatemoment to intervene- Can show sensitivity towards others Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

Unit 2 Health and the BodyUnit PurposeThe purpose of this unit is to enable students to give advice and make suggestions around the topic ofhealthSocial PracticesGiving and obtaining factual information of a personal and non-personal kind21 Discussing the body and onersquos healthSample productions (I donrsquot feel well) I amfeel illdizzyhellip Is heshe finesickhellip Yes heshe is Noheshe isnrsquot Do you feel OKhothellip Yes I do No I donrsquot How is heshe How does heshe feelHeShe isfeels sickbetterhellip Whatrsquos the problemmatter I have a headachea toothache I have acougha coldhellip34 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Establishing and maintaining social contacts22 Giving adviceSample productions (You donrsquot look well I think) You should go to the doctortake an aspirinhellip Youshouldnrsquot go to school todayeat fat The best thing for you is to restdrink a cup of tea If I were youI would go to the dentistsee a specialisthellip If I were you I wouldnrsquot go outtake medicine without aprescriptionhellip Donrsquot eat junk foodhave cold drinks Try drinking a glass of waterputting ointment

on23 Making and answering offers and suggestionsSample productions (Listen) Why donrsquot you go to the dentistput some ice on How about staying inbedtaking a hot showerhellip ShouldShall I call the doctorbring you a cup of teahellip Do you want meto take you to the hospitalphone your familyhellip Thatrsquos a good idea That would be nice ThanksThankyou (very much) I donrsquot think so No (thanksthank you) Irsquod rather ask my doctorstay at homePerformance Evidence Students can recognise and understand quotidian texts (letterse-mails instructionsmagazinenewspaper articles and conversations) in order to use them purposefully (obtaingiveadvice suggest a solutioncourse of action act according to instructions or treat a certainillnessdiscomfort)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (symptoms feelings or suggestions) anddiscriminate relevant from irrelevant information in order to deal with common health problemsfollow instructions completeexpand a text andor respond to a conversation- Can infer age sex feelings attitudes location and situation of others- Can infer the meaning of unfamiliar words related to health and the body from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding health Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail set of instructions conversation)regarding health and the body- Can follow structured models of spokenwritten language to give information about health andthe body- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when exchanging information about health and thebody- Can produce some fixed expressions with appropriate stress rhythm and intonation when givingadvice and when making suggestions

- Can identify the purpose for writing about health intended audience and type of text required(lettere-mail set of instructions) and generate and organise ideas coherently with the help ofpeers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail introduction body conclusions) with the help ofpeers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail or a set of instructionsand join or sequence them later using some linking devices (ldquordquo and because or) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb should is used togive advice or make suggestions andhas a regular form for all persons that the imperative form is used to givemedical indications (eg Take threedrops once a day Donrsquot drink cold waterStay in bed etc) that some nouns have irregular plurals Students can use some verbal andor non-verbalinformation to ease and enrich communication- Can rely on gestures facial expressions andvisual context- Can rely on background noise tone of voice- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused and copewith not being able to understand parts of writtenoraltexts- Can wonder if a given text makes senseViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 35(eg foot 1048764 feet tooth 1048764 teeth) that a certain quantity of things that ingeneral are uncountable (eg cottonwater tea etc) is expressed using aquantifier followed by of and uncountablenouns (eg a cup of tea three drops ofsyrup a piece of cotton etc) the different meanings that a single termmay have depending on the context of

use (sick) that some linking devices indicateaddition (ldquordquo and) while others indicatecause (because) or alternative (or)and use such language features appropriately Students can recognise when confused and useverbal andor non-verbal language to repaircommunication breakdowns- Can repeatask for repetition- Can support message with gestures- Can refer to dictionary entries- Can ask forgive examples to illustratemessage- Can paraphrase- Can re-read- Can ask forgive the spellingmeaning of aword Students can givetake the floor sensitively in verbalandor non-verbal ways- Can initiate a conversation appropriately- Can choose the most appropriate moment tointervene- Can show sensitivity towards others Students can make sense of the organisation ofreference books (dictionaries encyclopaediastextbooks) in order to look for help- Can check the spelling of unfamiliar words- Can look up words to decide when they areused- Can look up unfamiliar words to find theirmeaning

Unit 3 Shopping and ClothesUnit PurposeThe purpose of this unit is to enable students to participate in conversations in which they compare buy orsell a variety of itemsSocial PracticesGiving and obtaining factual information of a personal and non-personal kind31 Making comparisonsexpressing degrees of differenceSample productions The redThis sweater is nicerwarmerhellip than the pink onethat one ItThat blackjacket is more fashionableoriginalhellip than the beige one Are these jeansshortshellip cheaper than thoseones Are these jeansshortshellipmore expensivecomfortablehellip than those ones Yes they are Nothey arenrsquot Which are the bestcheapesthellip shoes Which (ones) are the most expensivecolourfulhellipjeans TheseThe green ones Which (one) is nicerlargerhellip The redThis one Which is moreformalfashionablehellip The greyThat one

Carrying out certain transactions32 Buying and selling thingsSample productions CanMay I help you Irsquom just looking ( thanks) Yes ( please) Do you have thisjacketthat blousehellip in greya larger sizehellip Would you like to try itthis coathellip on Yes pleasethankyou Can I try itthe suithellip on Can you get me a largersmaller size CertainlyOf course (sirmadam) What size do you need (I need) A medium one9hellip ( please) How much are theytheseshortshellip Theyrsquore $100pound2hellipPerformance Evidence Students can recognise and understand quotidian texts (advertisements catalogues andconversations) in order to use them purposefully (make comparisons buy sell select obtaininformation about products)- Can use knowledge of the world and clues (illustrations realia) to make predictions about thetexts36 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006- Can identify the overall message and some details (pricesfeatures of an object) anddiscriminate relevant from irrelevant information in order to make comparisons between two ormore items identify prices completeexpand a text andor respond to a conversation- Can infer intentions and attitudes of others- Can infer from data provided by the text knowledge of the world andor L1 some implicitinformation (location target customers price scale quality and characteristics of product)- Can infer the meaning of unfamiliar words related to shopping and clothes from the contextwithin which they are presented andor by recognising synonyms (eg big - large) andantonyms (eg cheap - expensive) based on content as well as on knowledge of the worldandor L1- Can discriminate the particular sounds used in this (s) and these (iz) and -ty (t) and -teen(tin)- Can express own judgement and make recommendations about the information contained intexts regarding items for salePerformance Evidence Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (advertisement catalogue conversation) regarding

comparisons and buyingselling things- Can follow structured models of spokenwritten language to give information about items forsale- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when comparing and when buyingselling things- Can produce some fixed expressions with appropriate stress rhythm and intonation whenmaking comparisons and purchases- Can pronounce intelligibly short and long vowel sounds that make a difference in meaning whenusing demonstrative pronouns (this (s) and these (iz))- Can identify the purpose for writing a description of items for sale intended audience and typeof text required (advertisement catalogue) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce individual sentences in preparation to write an advertisement catalogue and jointhem later using some linking devices (because or) in order to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the advertisement or catalogue producedReflection on Language Strategic CompetenceStudents notice the implication of physical proximity or distancewhen using singular (this - that) and pluraldemonstrative pronouns (these - those) that the forms adjective + -er (than) and more+ adjective ( than) indicate inequality that the forms the + adjective + -est and themost + adjective indicate that one of a group isoutstanding in a particular way changes in spelling at the end of adjectiveswhen using their comparative and superlativeforms (eg big 1048764 bigger 1048764 biggest pretty 1048764prettier 1048764 prettiest large 1048764 larger 1048764 largestcheap 1048764 cheaper 1048764 cheapest etc) that some adjectives have irregularcomparative and superlative forms (eg good1048764 better 1048764 best bad 1048764 worse 1048764 worst) the different meanings that a single term mayhave depending on the context of use (dresstie coat glasses watch ring) that some linking devices indicate cause

(because) while others indicate alternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can support message with gestures- Can self-correct pronunciation Students can givetake the floor sensitively inverbal andor non-verbal ways- Can initiate a conversation appropriately Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up words to decide when theyare usedViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 37

Unit 4 House and HomeUnit PurposeThe purpose of this unit is to enable students to describe their homes and learn about other peoplersquoshomesSocial PracticesGiving and obtaining factual information of a personal and non-personal kind41 Describing accommodationSample productions Therersquos an apartmenta house for rentsale in my buildingblockhellip There are threeroomstwo bathroomshellip (therein my apartment) Therersquos a largebeautiful studioliving roomhellip and asmall bathroomkitchenhellip(in hisher house) My bedroom is largernicer than my sisterrsquosthe studio Thebedroomdining roomhellip is oppositenext tohellip the entrancedining roomhellip Are there anyclosetsbookcaseshellip Yes there are No there arenrsquot (any) ( but therersquos a chest of drawers) Whatrsquos

your roomhouse like Itrsquos a small rooma large apartment Therersquos a lamp beside the bed and acomputer on my desk There are two bedrooms on the second floornext to the bathroom How manyposterspictureshellip are theredo you have (There areI have) TwoFourhellip Wherersquos the bathroom Itrsquosat the end of the hallnext to the kitchenPerformance Evidence Students can recognise and understand quotidian texts (brochures advertisementsmagazinenewspaper articles classified advertisements letterse-mails and conversations) in order touse them purposefully (obtain the characteristics of accommodation make comparisons)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (location numbers characteristics ofaccommodation and parts of a house) and discriminate relevant from irrelevant information inorder to identify a placeitem in the house determine which place is biggerbettercompleteexpand a text andor respond to a conversation- Can infer some information such as location of roomsfurniture size of the houseroom locationof speakers in relation to a map- Can infer from the data provided by the text knowledge of the world andor L1 some implicitinformation (state of accommodation characteristics of location)- Can infer the meaning of unfamiliar words related to accommodation from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding accommodation Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (brochure advertisement classified advertisementlettere-mail conversation) regarding descriptions of accommodation- Can follow structured models of spokenwritten language to give information aboutaccommodation- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing accommodation- Can produce some fixed expressions with appropriate stress rhythm and intonation whengivingasking for information about accommodation

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

kn)- Can identify the purpose for writing a description of people andor animals intended audienceand type of text required (classified advertisement lettere-mail article) and generate andViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 33organise ideas coherently with the help of peers the teacher or by consulting different sourcesof information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (classified advertisement heading body lettere-mail articleintroduction body conclusions) with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a classified advertisement letteremailarticle and join them later using some linking devices (ldquordquo and but or) in order to makethe text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the classified advertisement or article producedReflection on Language Strategic CompetenceStudents notice that the modal verb can indicates present abilityand has a regular form for all persons the meaning of Whatrsquos somethingsomeonelike when used in the context of descriptions that adjectives have a fixed order size + colour(eg She has big brown eyes) that some words are used to replace a propernoun (eg Maria is a nurse 1048764 She is kind 1048764Everybody likes her 1048764 Her cousin is a doctor) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but) oralternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice- Can adjust pace according topunctuation marks when readingaloudsilently

Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can support message with gestures- Can refer to dictionary entries- Can ask forgive examples to illustratemessage- Can paraphrase- Can self-correct pronunciation- Can re-read Students can givetake the floor sensitively inverbal andor non-verbal ways- Can choose the most appropriatemoment to intervene- Can show sensitivity towards others Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

Unit 2 Health and the BodyUnit PurposeThe purpose of this unit is to enable students to give advice and make suggestions around the topic ofhealthSocial PracticesGiving and obtaining factual information of a personal and non-personal kind21 Discussing the body and onersquos healthSample productions (I donrsquot feel well) I amfeel illdizzyhellip Is heshe finesickhellip Yes heshe is Noheshe isnrsquot Do you feel OKhothellip Yes I do No I donrsquot How is heshe How does heshe feelHeShe isfeels sickbetterhellip Whatrsquos the problemmatter I have a headachea toothache I have acougha coldhellip34 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Establishing and maintaining social contacts22 Giving adviceSample productions (You donrsquot look well I think) You should go to the doctortake an aspirinhellip Youshouldnrsquot go to school todayeat fat The best thing for you is to restdrink a cup of tea If I were youI would go to the dentistsee a specialisthellip If I were you I wouldnrsquot go outtake medicine without aprescriptionhellip Donrsquot eat junk foodhave cold drinks Try drinking a glass of waterputting ointment

on23 Making and answering offers and suggestionsSample productions (Listen) Why donrsquot you go to the dentistput some ice on How about staying inbedtaking a hot showerhellip ShouldShall I call the doctorbring you a cup of teahellip Do you want meto take you to the hospitalphone your familyhellip Thatrsquos a good idea That would be nice ThanksThankyou (very much) I donrsquot think so No (thanksthank you) Irsquod rather ask my doctorstay at homePerformance Evidence Students can recognise and understand quotidian texts (letterse-mails instructionsmagazinenewspaper articles and conversations) in order to use them purposefully (obtaingiveadvice suggest a solutioncourse of action act according to instructions or treat a certainillnessdiscomfort)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (symptoms feelings or suggestions) anddiscriminate relevant from irrelevant information in order to deal with common health problemsfollow instructions completeexpand a text andor respond to a conversation- Can infer age sex feelings attitudes location and situation of others- Can infer the meaning of unfamiliar words related to health and the body from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding health Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail set of instructions conversation)regarding health and the body- Can follow structured models of spokenwritten language to give information about health andthe body- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when exchanging information about health and thebody- Can produce some fixed expressions with appropriate stress rhythm and intonation when givingadvice and when making suggestions

- Can identify the purpose for writing about health intended audience and type of text required(lettere-mail set of instructions) and generate and organise ideas coherently with the help ofpeers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail introduction body conclusions) with the help ofpeers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail or a set of instructionsand join or sequence them later using some linking devices (ldquordquo and because or) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb should is used togive advice or make suggestions andhas a regular form for all persons that the imperative form is used to givemedical indications (eg Take threedrops once a day Donrsquot drink cold waterStay in bed etc) that some nouns have irregular plurals Students can use some verbal andor non-verbalinformation to ease and enrich communication- Can rely on gestures facial expressions andvisual context- Can rely on background noise tone of voice- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused and copewith not being able to understand parts of writtenoraltexts- Can wonder if a given text makes senseViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 35(eg foot 1048764 feet tooth 1048764 teeth) that a certain quantity of things that ingeneral are uncountable (eg cottonwater tea etc) is expressed using aquantifier followed by of and uncountablenouns (eg a cup of tea three drops ofsyrup a piece of cotton etc) the different meanings that a single termmay have depending on the context of

use (sick) that some linking devices indicateaddition (ldquordquo and) while others indicatecause (because) or alternative (or)and use such language features appropriately Students can recognise when confused and useverbal andor non-verbal language to repaircommunication breakdowns- Can repeatask for repetition- Can support message with gestures- Can refer to dictionary entries- Can ask forgive examples to illustratemessage- Can paraphrase- Can re-read- Can ask forgive the spellingmeaning of aword Students can givetake the floor sensitively in verbalandor non-verbal ways- Can initiate a conversation appropriately- Can choose the most appropriate moment tointervene- Can show sensitivity towards others Students can make sense of the organisation ofreference books (dictionaries encyclopaediastextbooks) in order to look for help- Can check the spelling of unfamiliar words- Can look up words to decide when they areused- Can look up unfamiliar words to find theirmeaning

Unit 3 Shopping and ClothesUnit PurposeThe purpose of this unit is to enable students to participate in conversations in which they compare buy orsell a variety of itemsSocial PracticesGiving and obtaining factual information of a personal and non-personal kind31 Making comparisonsexpressing degrees of differenceSample productions The redThis sweater is nicerwarmerhellip than the pink onethat one ItThat blackjacket is more fashionableoriginalhellip than the beige one Are these jeansshortshellip cheaper than thoseones Are these jeansshortshellipmore expensivecomfortablehellip than those ones Yes they are Nothey arenrsquot Which are the bestcheapesthellip shoes Which (ones) are the most expensivecolourfulhellipjeans TheseThe green ones Which (one) is nicerlargerhellip The redThis one Which is moreformalfashionablehellip The greyThat one

Carrying out certain transactions32 Buying and selling thingsSample productions CanMay I help you Irsquom just looking ( thanks) Yes ( please) Do you have thisjacketthat blousehellip in greya larger sizehellip Would you like to try itthis coathellip on Yes pleasethankyou Can I try itthe suithellip on Can you get me a largersmaller size CertainlyOf course (sirmadam) What size do you need (I need) A medium one9hellip ( please) How much are theytheseshortshellip Theyrsquore $100pound2hellipPerformance Evidence Students can recognise and understand quotidian texts (advertisements catalogues andconversations) in order to use them purposefully (make comparisons buy sell select obtaininformation about products)- Can use knowledge of the world and clues (illustrations realia) to make predictions about thetexts36 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006- Can identify the overall message and some details (pricesfeatures of an object) anddiscriminate relevant from irrelevant information in order to make comparisons between two ormore items identify prices completeexpand a text andor respond to a conversation- Can infer intentions and attitudes of others- Can infer from data provided by the text knowledge of the world andor L1 some implicitinformation (location target customers price scale quality and characteristics of product)- Can infer the meaning of unfamiliar words related to shopping and clothes from the contextwithin which they are presented andor by recognising synonyms (eg big - large) andantonyms (eg cheap - expensive) based on content as well as on knowledge of the worldandor L1- Can discriminate the particular sounds used in this (s) and these (iz) and -ty (t) and -teen(tin)- Can express own judgement and make recommendations about the information contained intexts regarding items for salePerformance Evidence Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (advertisement catalogue conversation) regarding

comparisons and buyingselling things- Can follow structured models of spokenwritten language to give information about items forsale- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when comparing and when buyingselling things- Can produce some fixed expressions with appropriate stress rhythm and intonation whenmaking comparisons and purchases- Can pronounce intelligibly short and long vowel sounds that make a difference in meaning whenusing demonstrative pronouns (this (s) and these (iz))- Can identify the purpose for writing a description of items for sale intended audience and typeof text required (advertisement catalogue) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce individual sentences in preparation to write an advertisement catalogue and jointhem later using some linking devices (because or) in order to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the advertisement or catalogue producedReflection on Language Strategic CompetenceStudents notice the implication of physical proximity or distancewhen using singular (this - that) and pluraldemonstrative pronouns (these - those) that the forms adjective + -er (than) and more+ adjective ( than) indicate inequality that the forms the + adjective + -est and themost + adjective indicate that one of a group isoutstanding in a particular way changes in spelling at the end of adjectiveswhen using their comparative and superlativeforms (eg big 1048764 bigger 1048764 biggest pretty 1048764prettier 1048764 prettiest large 1048764 larger 1048764 largestcheap 1048764 cheaper 1048764 cheapest etc) that some adjectives have irregularcomparative and superlative forms (eg good1048764 better 1048764 best bad 1048764 worse 1048764 worst) the different meanings that a single term mayhave depending on the context of use (dresstie coat glasses watch ring) that some linking devices indicate cause

(because) while others indicate alternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can support message with gestures- Can self-correct pronunciation Students can givetake the floor sensitively inverbal andor non-verbal ways- Can initiate a conversation appropriately Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up words to decide when theyare usedViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 37

Unit 4 House and HomeUnit PurposeThe purpose of this unit is to enable students to describe their homes and learn about other peoplersquoshomesSocial PracticesGiving and obtaining factual information of a personal and non-personal kind41 Describing accommodationSample productions Therersquos an apartmenta house for rentsale in my buildingblockhellip There are threeroomstwo bathroomshellip (therein my apartment) Therersquos a largebeautiful studioliving roomhellip and asmall bathroomkitchenhellip(in hisher house) My bedroom is largernicer than my sisterrsquosthe studio Thebedroomdining roomhellip is oppositenext tohellip the entrancedining roomhellip Are there anyclosetsbookcaseshellip Yes there are No there arenrsquot (any) ( but therersquos a chest of drawers) Whatrsquos

your roomhouse like Itrsquos a small rooma large apartment Therersquos a lamp beside the bed and acomputer on my desk There are two bedrooms on the second floornext to the bathroom How manyposterspictureshellip are theredo you have (There areI have) TwoFourhellip Wherersquos the bathroom Itrsquosat the end of the hallnext to the kitchenPerformance Evidence Students can recognise and understand quotidian texts (brochures advertisementsmagazinenewspaper articles classified advertisements letterse-mails and conversations) in order touse them purposefully (obtain the characteristics of accommodation make comparisons)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (location numbers characteristics ofaccommodation and parts of a house) and discriminate relevant from irrelevant information inorder to identify a placeitem in the house determine which place is biggerbettercompleteexpand a text andor respond to a conversation- Can infer some information such as location of roomsfurniture size of the houseroom locationof speakers in relation to a map- Can infer from the data provided by the text knowledge of the world andor L1 some implicitinformation (state of accommodation characteristics of location)- Can infer the meaning of unfamiliar words related to accommodation from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding accommodation Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (brochure advertisement classified advertisementlettere-mail conversation) regarding descriptions of accommodation- Can follow structured models of spokenwritten language to give information aboutaccommodation- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing accommodation- Can produce some fixed expressions with appropriate stress rhythm and intonation whengivingasking for information about accommodation

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can support message with gestures- Can refer to dictionary entries- Can ask forgive examples to illustratemessage- Can paraphrase- Can self-correct pronunciation- Can re-read Students can givetake the floor sensitively inverbal andor non-verbal ways- Can choose the most appropriatemoment to intervene- Can show sensitivity towards others Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

Unit 2 Health and the BodyUnit PurposeThe purpose of this unit is to enable students to give advice and make suggestions around the topic ofhealthSocial PracticesGiving and obtaining factual information of a personal and non-personal kind21 Discussing the body and onersquos healthSample productions (I donrsquot feel well) I amfeel illdizzyhellip Is heshe finesickhellip Yes heshe is Noheshe isnrsquot Do you feel OKhothellip Yes I do No I donrsquot How is heshe How does heshe feelHeShe isfeels sickbetterhellip Whatrsquos the problemmatter I have a headachea toothache I have acougha coldhellip34 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Establishing and maintaining social contacts22 Giving adviceSample productions (You donrsquot look well I think) You should go to the doctortake an aspirinhellip Youshouldnrsquot go to school todayeat fat The best thing for you is to restdrink a cup of tea If I were youI would go to the dentistsee a specialisthellip If I were you I wouldnrsquot go outtake medicine without aprescriptionhellip Donrsquot eat junk foodhave cold drinks Try drinking a glass of waterputting ointment

on23 Making and answering offers and suggestionsSample productions (Listen) Why donrsquot you go to the dentistput some ice on How about staying inbedtaking a hot showerhellip ShouldShall I call the doctorbring you a cup of teahellip Do you want meto take you to the hospitalphone your familyhellip Thatrsquos a good idea That would be nice ThanksThankyou (very much) I donrsquot think so No (thanksthank you) Irsquod rather ask my doctorstay at homePerformance Evidence Students can recognise and understand quotidian texts (letterse-mails instructionsmagazinenewspaper articles and conversations) in order to use them purposefully (obtaingiveadvice suggest a solutioncourse of action act according to instructions or treat a certainillnessdiscomfort)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (symptoms feelings or suggestions) anddiscriminate relevant from irrelevant information in order to deal with common health problemsfollow instructions completeexpand a text andor respond to a conversation- Can infer age sex feelings attitudes location and situation of others- Can infer the meaning of unfamiliar words related to health and the body from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding health Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail set of instructions conversation)regarding health and the body- Can follow structured models of spokenwritten language to give information about health andthe body- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when exchanging information about health and thebody- Can produce some fixed expressions with appropriate stress rhythm and intonation when givingadvice and when making suggestions

- Can identify the purpose for writing about health intended audience and type of text required(lettere-mail set of instructions) and generate and organise ideas coherently with the help ofpeers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail introduction body conclusions) with the help ofpeers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail or a set of instructionsand join or sequence them later using some linking devices (ldquordquo and because or) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb should is used togive advice or make suggestions andhas a regular form for all persons that the imperative form is used to givemedical indications (eg Take threedrops once a day Donrsquot drink cold waterStay in bed etc) that some nouns have irregular plurals Students can use some verbal andor non-verbalinformation to ease and enrich communication- Can rely on gestures facial expressions andvisual context- Can rely on background noise tone of voice- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused and copewith not being able to understand parts of writtenoraltexts- Can wonder if a given text makes senseViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 35(eg foot 1048764 feet tooth 1048764 teeth) that a certain quantity of things that ingeneral are uncountable (eg cottonwater tea etc) is expressed using aquantifier followed by of and uncountablenouns (eg a cup of tea three drops ofsyrup a piece of cotton etc) the different meanings that a single termmay have depending on the context of

use (sick) that some linking devices indicateaddition (ldquordquo and) while others indicatecause (because) or alternative (or)and use such language features appropriately Students can recognise when confused and useverbal andor non-verbal language to repaircommunication breakdowns- Can repeatask for repetition- Can support message with gestures- Can refer to dictionary entries- Can ask forgive examples to illustratemessage- Can paraphrase- Can re-read- Can ask forgive the spellingmeaning of aword Students can givetake the floor sensitively in verbalandor non-verbal ways- Can initiate a conversation appropriately- Can choose the most appropriate moment tointervene- Can show sensitivity towards others Students can make sense of the organisation ofreference books (dictionaries encyclopaediastextbooks) in order to look for help- Can check the spelling of unfamiliar words- Can look up words to decide when they areused- Can look up unfamiliar words to find theirmeaning

Unit 3 Shopping and ClothesUnit PurposeThe purpose of this unit is to enable students to participate in conversations in which they compare buy orsell a variety of itemsSocial PracticesGiving and obtaining factual information of a personal and non-personal kind31 Making comparisonsexpressing degrees of differenceSample productions The redThis sweater is nicerwarmerhellip than the pink onethat one ItThat blackjacket is more fashionableoriginalhellip than the beige one Are these jeansshortshellip cheaper than thoseones Are these jeansshortshellipmore expensivecomfortablehellip than those ones Yes they are Nothey arenrsquot Which are the bestcheapesthellip shoes Which (ones) are the most expensivecolourfulhellipjeans TheseThe green ones Which (one) is nicerlargerhellip The redThis one Which is moreformalfashionablehellip The greyThat one

Carrying out certain transactions32 Buying and selling thingsSample productions CanMay I help you Irsquom just looking ( thanks) Yes ( please) Do you have thisjacketthat blousehellip in greya larger sizehellip Would you like to try itthis coathellip on Yes pleasethankyou Can I try itthe suithellip on Can you get me a largersmaller size CertainlyOf course (sirmadam) What size do you need (I need) A medium one9hellip ( please) How much are theytheseshortshellip Theyrsquore $100pound2hellipPerformance Evidence Students can recognise and understand quotidian texts (advertisements catalogues andconversations) in order to use them purposefully (make comparisons buy sell select obtaininformation about products)- Can use knowledge of the world and clues (illustrations realia) to make predictions about thetexts36 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006- Can identify the overall message and some details (pricesfeatures of an object) anddiscriminate relevant from irrelevant information in order to make comparisons between two ormore items identify prices completeexpand a text andor respond to a conversation- Can infer intentions and attitudes of others- Can infer from data provided by the text knowledge of the world andor L1 some implicitinformation (location target customers price scale quality and characteristics of product)- Can infer the meaning of unfamiliar words related to shopping and clothes from the contextwithin which they are presented andor by recognising synonyms (eg big - large) andantonyms (eg cheap - expensive) based on content as well as on knowledge of the worldandor L1- Can discriminate the particular sounds used in this (s) and these (iz) and -ty (t) and -teen(tin)- Can express own judgement and make recommendations about the information contained intexts regarding items for salePerformance Evidence Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (advertisement catalogue conversation) regarding

comparisons and buyingselling things- Can follow structured models of spokenwritten language to give information about items forsale- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when comparing and when buyingselling things- Can produce some fixed expressions with appropriate stress rhythm and intonation whenmaking comparisons and purchases- Can pronounce intelligibly short and long vowel sounds that make a difference in meaning whenusing demonstrative pronouns (this (s) and these (iz))- Can identify the purpose for writing a description of items for sale intended audience and typeof text required (advertisement catalogue) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce individual sentences in preparation to write an advertisement catalogue and jointhem later using some linking devices (because or) in order to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the advertisement or catalogue producedReflection on Language Strategic CompetenceStudents notice the implication of physical proximity or distancewhen using singular (this - that) and pluraldemonstrative pronouns (these - those) that the forms adjective + -er (than) and more+ adjective ( than) indicate inequality that the forms the + adjective + -est and themost + adjective indicate that one of a group isoutstanding in a particular way changes in spelling at the end of adjectiveswhen using their comparative and superlativeforms (eg big 1048764 bigger 1048764 biggest pretty 1048764prettier 1048764 prettiest large 1048764 larger 1048764 largestcheap 1048764 cheaper 1048764 cheapest etc) that some adjectives have irregularcomparative and superlative forms (eg good1048764 better 1048764 best bad 1048764 worse 1048764 worst) the different meanings that a single term mayhave depending on the context of use (dresstie coat glasses watch ring) that some linking devices indicate cause

(because) while others indicate alternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can support message with gestures- Can self-correct pronunciation Students can givetake the floor sensitively inverbal andor non-verbal ways- Can initiate a conversation appropriately Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up words to decide when theyare usedViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 37

Unit 4 House and HomeUnit PurposeThe purpose of this unit is to enable students to describe their homes and learn about other peoplersquoshomesSocial PracticesGiving and obtaining factual information of a personal and non-personal kind41 Describing accommodationSample productions Therersquos an apartmenta house for rentsale in my buildingblockhellip There are threeroomstwo bathroomshellip (therein my apartment) Therersquos a largebeautiful studioliving roomhellip and asmall bathroomkitchenhellip(in hisher house) My bedroom is largernicer than my sisterrsquosthe studio Thebedroomdining roomhellip is oppositenext tohellip the entrancedining roomhellip Are there anyclosetsbookcaseshellip Yes there are No there arenrsquot (any) ( but therersquos a chest of drawers) Whatrsquos

your roomhouse like Itrsquos a small rooma large apartment Therersquos a lamp beside the bed and acomputer on my desk There are two bedrooms on the second floornext to the bathroom How manyposterspictureshellip are theredo you have (There areI have) TwoFourhellip Wherersquos the bathroom Itrsquosat the end of the hallnext to the kitchenPerformance Evidence Students can recognise and understand quotidian texts (brochures advertisementsmagazinenewspaper articles classified advertisements letterse-mails and conversations) in order touse them purposefully (obtain the characteristics of accommodation make comparisons)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (location numbers characteristics ofaccommodation and parts of a house) and discriminate relevant from irrelevant information inorder to identify a placeitem in the house determine which place is biggerbettercompleteexpand a text andor respond to a conversation- Can infer some information such as location of roomsfurniture size of the houseroom locationof speakers in relation to a map- Can infer from the data provided by the text knowledge of the world andor L1 some implicitinformation (state of accommodation characteristics of location)- Can infer the meaning of unfamiliar words related to accommodation from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding accommodation Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (brochure advertisement classified advertisementlettere-mail conversation) regarding descriptions of accommodation- Can follow structured models of spokenwritten language to give information aboutaccommodation- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing accommodation- Can produce some fixed expressions with appropriate stress rhythm and intonation whengivingasking for information about accommodation

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

on23 Making and answering offers and suggestionsSample productions (Listen) Why donrsquot you go to the dentistput some ice on How about staying inbedtaking a hot showerhellip ShouldShall I call the doctorbring you a cup of teahellip Do you want meto take you to the hospitalphone your familyhellip Thatrsquos a good idea That would be nice ThanksThankyou (very much) I donrsquot think so No (thanksthank you) Irsquod rather ask my doctorstay at homePerformance Evidence Students can recognise and understand quotidian texts (letterse-mails instructionsmagazinenewspaper articles and conversations) in order to use them purposefully (obtaingiveadvice suggest a solutioncourse of action act according to instructions or treat a certainillnessdiscomfort)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (symptoms feelings or suggestions) anddiscriminate relevant from irrelevant information in order to deal with common health problemsfollow instructions completeexpand a text andor respond to a conversation- Can infer age sex feelings attitudes location and situation of others- Can infer the meaning of unfamiliar words related to health and the body from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding health Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail set of instructions conversation)regarding health and the body- Can follow structured models of spokenwritten language to give information about health andthe body- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when exchanging information about health and thebody- Can produce some fixed expressions with appropriate stress rhythm and intonation when givingadvice and when making suggestions

- Can identify the purpose for writing about health intended audience and type of text required(lettere-mail set of instructions) and generate and organise ideas coherently with the help ofpeers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail introduction body conclusions) with the help ofpeers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail or a set of instructionsand join or sequence them later using some linking devices (ldquordquo and because or) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb should is used togive advice or make suggestions andhas a regular form for all persons that the imperative form is used to givemedical indications (eg Take threedrops once a day Donrsquot drink cold waterStay in bed etc) that some nouns have irregular plurals Students can use some verbal andor non-verbalinformation to ease and enrich communication- Can rely on gestures facial expressions andvisual context- Can rely on background noise tone of voice- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused and copewith not being able to understand parts of writtenoraltexts- Can wonder if a given text makes senseViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 35(eg foot 1048764 feet tooth 1048764 teeth) that a certain quantity of things that ingeneral are uncountable (eg cottonwater tea etc) is expressed using aquantifier followed by of and uncountablenouns (eg a cup of tea three drops ofsyrup a piece of cotton etc) the different meanings that a single termmay have depending on the context of

use (sick) that some linking devices indicateaddition (ldquordquo and) while others indicatecause (because) or alternative (or)and use such language features appropriately Students can recognise when confused and useverbal andor non-verbal language to repaircommunication breakdowns- Can repeatask for repetition- Can support message with gestures- Can refer to dictionary entries- Can ask forgive examples to illustratemessage- Can paraphrase- Can re-read- Can ask forgive the spellingmeaning of aword Students can givetake the floor sensitively in verbalandor non-verbal ways- Can initiate a conversation appropriately- Can choose the most appropriate moment tointervene- Can show sensitivity towards others Students can make sense of the organisation ofreference books (dictionaries encyclopaediastextbooks) in order to look for help- Can check the spelling of unfamiliar words- Can look up words to decide when they areused- Can look up unfamiliar words to find theirmeaning

Unit 3 Shopping and ClothesUnit PurposeThe purpose of this unit is to enable students to participate in conversations in which they compare buy orsell a variety of itemsSocial PracticesGiving and obtaining factual information of a personal and non-personal kind31 Making comparisonsexpressing degrees of differenceSample productions The redThis sweater is nicerwarmerhellip than the pink onethat one ItThat blackjacket is more fashionableoriginalhellip than the beige one Are these jeansshortshellip cheaper than thoseones Are these jeansshortshellipmore expensivecomfortablehellip than those ones Yes they are Nothey arenrsquot Which are the bestcheapesthellip shoes Which (ones) are the most expensivecolourfulhellipjeans TheseThe green ones Which (one) is nicerlargerhellip The redThis one Which is moreformalfashionablehellip The greyThat one

Carrying out certain transactions32 Buying and selling thingsSample productions CanMay I help you Irsquom just looking ( thanks) Yes ( please) Do you have thisjacketthat blousehellip in greya larger sizehellip Would you like to try itthis coathellip on Yes pleasethankyou Can I try itthe suithellip on Can you get me a largersmaller size CertainlyOf course (sirmadam) What size do you need (I need) A medium one9hellip ( please) How much are theytheseshortshellip Theyrsquore $100pound2hellipPerformance Evidence Students can recognise and understand quotidian texts (advertisements catalogues andconversations) in order to use them purposefully (make comparisons buy sell select obtaininformation about products)- Can use knowledge of the world and clues (illustrations realia) to make predictions about thetexts36 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006- Can identify the overall message and some details (pricesfeatures of an object) anddiscriminate relevant from irrelevant information in order to make comparisons between two ormore items identify prices completeexpand a text andor respond to a conversation- Can infer intentions and attitudes of others- Can infer from data provided by the text knowledge of the world andor L1 some implicitinformation (location target customers price scale quality and characteristics of product)- Can infer the meaning of unfamiliar words related to shopping and clothes from the contextwithin which they are presented andor by recognising synonyms (eg big - large) andantonyms (eg cheap - expensive) based on content as well as on knowledge of the worldandor L1- Can discriminate the particular sounds used in this (s) and these (iz) and -ty (t) and -teen(tin)- Can express own judgement and make recommendations about the information contained intexts regarding items for salePerformance Evidence Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (advertisement catalogue conversation) regarding

comparisons and buyingselling things- Can follow structured models of spokenwritten language to give information about items forsale- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when comparing and when buyingselling things- Can produce some fixed expressions with appropriate stress rhythm and intonation whenmaking comparisons and purchases- Can pronounce intelligibly short and long vowel sounds that make a difference in meaning whenusing demonstrative pronouns (this (s) and these (iz))- Can identify the purpose for writing a description of items for sale intended audience and typeof text required (advertisement catalogue) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce individual sentences in preparation to write an advertisement catalogue and jointhem later using some linking devices (because or) in order to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the advertisement or catalogue producedReflection on Language Strategic CompetenceStudents notice the implication of physical proximity or distancewhen using singular (this - that) and pluraldemonstrative pronouns (these - those) that the forms adjective + -er (than) and more+ adjective ( than) indicate inequality that the forms the + adjective + -est and themost + adjective indicate that one of a group isoutstanding in a particular way changes in spelling at the end of adjectiveswhen using their comparative and superlativeforms (eg big 1048764 bigger 1048764 biggest pretty 1048764prettier 1048764 prettiest large 1048764 larger 1048764 largestcheap 1048764 cheaper 1048764 cheapest etc) that some adjectives have irregularcomparative and superlative forms (eg good1048764 better 1048764 best bad 1048764 worse 1048764 worst) the different meanings that a single term mayhave depending on the context of use (dresstie coat glasses watch ring) that some linking devices indicate cause

(because) while others indicate alternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can support message with gestures- Can self-correct pronunciation Students can givetake the floor sensitively inverbal andor non-verbal ways- Can initiate a conversation appropriately Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up words to decide when theyare usedViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 37

Unit 4 House and HomeUnit PurposeThe purpose of this unit is to enable students to describe their homes and learn about other peoplersquoshomesSocial PracticesGiving and obtaining factual information of a personal and non-personal kind41 Describing accommodationSample productions Therersquos an apartmenta house for rentsale in my buildingblockhellip There are threeroomstwo bathroomshellip (therein my apartment) Therersquos a largebeautiful studioliving roomhellip and asmall bathroomkitchenhellip(in hisher house) My bedroom is largernicer than my sisterrsquosthe studio Thebedroomdining roomhellip is oppositenext tohellip the entrancedining roomhellip Are there anyclosetsbookcaseshellip Yes there are No there arenrsquot (any) ( but therersquos a chest of drawers) Whatrsquos

your roomhouse like Itrsquos a small rooma large apartment Therersquos a lamp beside the bed and acomputer on my desk There are two bedrooms on the second floornext to the bathroom How manyposterspictureshellip are theredo you have (There areI have) TwoFourhellip Wherersquos the bathroom Itrsquosat the end of the hallnext to the kitchenPerformance Evidence Students can recognise and understand quotidian texts (brochures advertisementsmagazinenewspaper articles classified advertisements letterse-mails and conversations) in order touse them purposefully (obtain the characteristics of accommodation make comparisons)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (location numbers characteristics ofaccommodation and parts of a house) and discriminate relevant from irrelevant information inorder to identify a placeitem in the house determine which place is biggerbettercompleteexpand a text andor respond to a conversation- Can infer some information such as location of roomsfurniture size of the houseroom locationof speakers in relation to a map- Can infer from the data provided by the text knowledge of the world andor L1 some implicitinformation (state of accommodation characteristics of location)- Can infer the meaning of unfamiliar words related to accommodation from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding accommodation Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (brochure advertisement classified advertisementlettere-mail conversation) regarding descriptions of accommodation- Can follow structured models of spokenwritten language to give information aboutaccommodation- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing accommodation- Can produce some fixed expressions with appropriate stress rhythm and intonation whengivingasking for information about accommodation

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

- Can identify the purpose for writing about health intended audience and type of text required(lettere-mail set of instructions) and generate and organise ideas coherently with the help ofpeers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail introduction body conclusions) with the help ofpeers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail or a set of instructionsand join or sequence them later using some linking devices (ldquordquo and because or) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb should is used togive advice or make suggestions andhas a regular form for all persons that the imperative form is used to givemedical indications (eg Take threedrops once a day Donrsquot drink cold waterStay in bed etc) that some nouns have irregular plurals Students can use some verbal andor non-verbalinformation to ease and enrich communication- Can rely on gestures facial expressions andvisual context- Can rely on background noise tone of voice- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused and copewith not being able to understand parts of writtenoraltexts- Can wonder if a given text makes senseViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 35(eg foot 1048764 feet tooth 1048764 teeth) that a certain quantity of things that ingeneral are uncountable (eg cottonwater tea etc) is expressed using aquantifier followed by of and uncountablenouns (eg a cup of tea three drops ofsyrup a piece of cotton etc) the different meanings that a single termmay have depending on the context of

use (sick) that some linking devices indicateaddition (ldquordquo and) while others indicatecause (because) or alternative (or)and use such language features appropriately Students can recognise when confused and useverbal andor non-verbal language to repaircommunication breakdowns- Can repeatask for repetition- Can support message with gestures- Can refer to dictionary entries- Can ask forgive examples to illustratemessage- Can paraphrase- Can re-read- Can ask forgive the spellingmeaning of aword Students can givetake the floor sensitively in verbalandor non-verbal ways- Can initiate a conversation appropriately- Can choose the most appropriate moment tointervene- Can show sensitivity towards others Students can make sense of the organisation ofreference books (dictionaries encyclopaediastextbooks) in order to look for help- Can check the spelling of unfamiliar words- Can look up words to decide when they areused- Can look up unfamiliar words to find theirmeaning

Unit 3 Shopping and ClothesUnit PurposeThe purpose of this unit is to enable students to participate in conversations in which they compare buy orsell a variety of itemsSocial PracticesGiving and obtaining factual information of a personal and non-personal kind31 Making comparisonsexpressing degrees of differenceSample productions The redThis sweater is nicerwarmerhellip than the pink onethat one ItThat blackjacket is more fashionableoriginalhellip than the beige one Are these jeansshortshellip cheaper than thoseones Are these jeansshortshellipmore expensivecomfortablehellip than those ones Yes they are Nothey arenrsquot Which are the bestcheapesthellip shoes Which (ones) are the most expensivecolourfulhellipjeans TheseThe green ones Which (one) is nicerlargerhellip The redThis one Which is moreformalfashionablehellip The greyThat one

Carrying out certain transactions32 Buying and selling thingsSample productions CanMay I help you Irsquom just looking ( thanks) Yes ( please) Do you have thisjacketthat blousehellip in greya larger sizehellip Would you like to try itthis coathellip on Yes pleasethankyou Can I try itthe suithellip on Can you get me a largersmaller size CertainlyOf course (sirmadam) What size do you need (I need) A medium one9hellip ( please) How much are theytheseshortshellip Theyrsquore $100pound2hellipPerformance Evidence Students can recognise and understand quotidian texts (advertisements catalogues andconversations) in order to use them purposefully (make comparisons buy sell select obtaininformation about products)- Can use knowledge of the world and clues (illustrations realia) to make predictions about thetexts36 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006- Can identify the overall message and some details (pricesfeatures of an object) anddiscriminate relevant from irrelevant information in order to make comparisons between two ormore items identify prices completeexpand a text andor respond to a conversation- Can infer intentions and attitudes of others- Can infer from data provided by the text knowledge of the world andor L1 some implicitinformation (location target customers price scale quality and characteristics of product)- Can infer the meaning of unfamiliar words related to shopping and clothes from the contextwithin which they are presented andor by recognising synonyms (eg big - large) andantonyms (eg cheap - expensive) based on content as well as on knowledge of the worldandor L1- Can discriminate the particular sounds used in this (s) and these (iz) and -ty (t) and -teen(tin)- Can express own judgement and make recommendations about the information contained intexts regarding items for salePerformance Evidence Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (advertisement catalogue conversation) regarding

comparisons and buyingselling things- Can follow structured models of spokenwritten language to give information about items forsale- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when comparing and when buyingselling things- Can produce some fixed expressions with appropriate stress rhythm and intonation whenmaking comparisons and purchases- Can pronounce intelligibly short and long vowel sounds that make a difference in meaning whenusing demonstrative pronouns (this (s) and these (iz))- Can identify the purpose for writing a description of items for sale intended audience and typeof text required (advertisement catalogue) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce individual sentences in preparation to write an advertisement catalogue and jointhem later using some linking devices (because or) in order to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the advertisement or catalogue producedReflection on Language Strategic CompetenceStudents notice the implication of physical proximity or distancewhen using singular (this - that) and pluraldemonstrative pronouns (these - those) that the forms adjective + -er (than) and more+ adjective ( than) indicate inequality that the forms the + adjective + -est and themost + adjective indicate that one of a group isoutstanding in a particular way changes in spelling at the end of adjectiveswhen using their comparative and superlativeforms (eg big 1048764 bigger 1048764 biggest pretty 1048764prettier 1048764 prettiest large 1048764 larger 1048764 largestcheap 1048764 cheaper 1048764 cheapest etc) that some adjectives have irregularcomparative and superlative forms (eg good1048764 better 1048764 best bad 1048764 worse 1048764 worst) the different meanings that a single term mayhave depending on the context of use (dresstie coat glasses watch ring) that some linking devices indicate cause

(because) while others indicate alternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can support message with gestures- Can self-correct pronunciation Students can givetake the floor sensitively inverbal andor non-verbal ways- Can initiate a conversation appropriately Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up words to decide when theyare usedViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 37

Unit 4 House and HomeUnit PurposeThe purpose of this unit is to enable students to describe their homes and learn about other peoplersquoshomesSocial PracticesGiving and obtaining factual information of a personal and non-personal kind41 Describing accommodationSample productions Therersquos an apartmenta house for rentsale in my buildingblockhellip There are threeroomstwo bathroomshellip (therein my apartment) Therersquos a largebeautiful studioliving roomhellip and asmall bathroomkitchenhellip(in hisher house) My bedroom is largernicer than my sisterrsquosthe studio Thebedroomdining roomhellip is oppositenext tohellip the entrancedining roomhellip Are there anyclosetsbookcaseshellip Yes there are No there arenrsquot (any) ( but therersquos a chest of drawers) Whatrsquos

your roomhouse like Itrsquos a small rooma large apartment Therersquos a lamp beside the bed and acomputer on my desk There are two bedrooms on the second floornext to the bathroom How manyposterspictureshellip are theredo you have (There areI have) TwoFourhellip Wherersquos the bathroom Itrsquosat the end of the hallnext to the kitchenPerformance Evidence Students can recognise and understand quotidian texts (brochures advertisementsmagazinenewspaper articles classified advertisements letterse-mails and conversations) in order touse them purposefully (obtain the characteristics of accommodation make comparisons)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (location numbers characteristics ofaccommodation and parts of a house) and discriminate relevant from irrelevant information inorder to identify a placeitem in the house determine which place is biggerbettercompleteexpand a text andor respond to a conversation- Can infer some information such as location of roomsfurniture size of the houseroom locationof speakers in relation to a map- Can infer from the data provided by the text knowledge of the world andor L1 some implicitinformation (state of accommodation characteristics of location)- Can infer the meaning of unfamiliar words related to accommodation from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding accommodation Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (brochure advertisement classified advertisementlettere-mail conversation) regarding descriptions of accommodation- Can follow structured models of spokenwritten language to give information aboutaccommodation- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing accommodation- Can produce some fixed expressions with appropriate stress rhythm and intonation whengivingasking for information about accommodation

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

use (sick) that some linking devices indicateaddition (ldquordquo and) while others indicatecause (because) or alternative (or)and use such language features appropriately Students can recognise when confused and useverbal andor non-verbal language to repaircommunication breakdowns- Can repeatask for repetition- Can support message with gestures- Can refer to dictionary entries- Can ask forgive examples to illustratemessage- Can paraphrase- Can re-read- Can ask forgive the spellingmeaning of aword Students can givetake the floor sensitively in verbalandor non-verbal ways- Can initiate a conversation appropriately- Can choose the most appropriate moment tointervene- Can show sensitivity towards others Students can make sense of the organisation ofreference books (dictionaries encyclopaediastextbooks) in order to look for help- Can check the spelling of unfamiliar words- Can look up words to decide when they areused- Can look up unfamiliar words to find theirmeaning

Unit 3 Shopping and ClothesUnit PurposeThe purpose of this unit is to enable students to participate in conversations in which they compare buy orsell a variety of itemsSocial PracticesGiving and obtaining factual information of a personal and non-personal kind31 Making comparisonsexpressing degrees of differenceSample productions The redThis sweater is nicerwarmerhellip than the pink onethat one ItThat blackjacket is more fashionableoriginalhellip than the beige one Are these jeansshortshellip cheaper than thoseones Are these jeansshortshellipmore expensivecomfortablehellip than those ones Yes they are Nothey arenrsquot Which are the bestcheapesthellip shoes Which (ones) are the most expensivecolourfulhellipjeans TheseThe green ones Which (one) is nicerlargerhellip The redThis one Which is moreformalfashionablehellip The greyThat one

Carrying out certain transactions32 Buying and selling thingsSample productions CanMay I help you Irsquom just looking ( thanks) Yes ( please) Do you have thisjacketthat blousehellip in greya larger sizehellip Would you like to try itthis coathellip on Yes pleasethankyou Can I try itthe suithellip on Can you get me a largersmaller size CertainlyOf course (sirmadam) What size do you need (I need) A medium one9hellip ( please) How much are theytheseshortshellip Theyrsquore $100pound2hellipPerformance Evidence Students can recognise and understand quotidian texts (advertisements catalogues andconversations) in order to use them purposefully (make comparisons buy sell select obtaininformation about products)- Can use knowledge of the world and clues (illustrations realia) to make predictions about thetexts36 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006- Can identify the overall message and some details (pricesfeatures of an object) anddiscriminate relevant from irrelevant information in order to make comparisons between two ormore items identify prices completeexpand a text andor respond to a conversation- Can infer intentions and attitudes of others- Can infer from data provided by the text knowledge of the world andor L1 some implicitinformation (location target customers price scale quality and characteristics of product)- Can infer the meaning of unfamiliar words related to shopping and clothes from the contextwithin which they are presented andor by recognising synonyms (eg big - large) andantonyms (eg cheap - expensive) based on content as well as on knowledge of the worldandor L1- Can discriminate the particular sounds used in this (s) and these (iz) and -ty (t) and -teen(tin)- Can express own judgement and make recommendations about the information contained intexts regarding items for salePerformance Evidence Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (advertisement catalogue conversation) regarding

comparisons and buyingselling things- Can follow structured models of spokenwritten language to give information about items forsale- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when comparing and when buyingselling things- Can produce some fixed expressions with appropriate stress rhythm and intonation whenmaking comparisons and purchases- Can pronounce intelligibly short and long vowel sounds that make a difference in meaning whenusing demonstrative pronouns (this (s) and these (iz))- Can identify the purpose for writing a description of items for sale intended audience and typeof text required (advertisement catalogue) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce individual sentences in preparation to write an advertisement catalogue and jointhem later using some linking devices (because or) in order to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the advertisement or catalogue producedReflection on Language Strategic CompetenceStudents notice the implication of physical proximity or distancewhen using singular (this - that) and pluraldemonstrative pronouns (these - those) that the forms adjective + -er (than) and more+ adjective ( than) indicate inequality that the forms the + adjective + -est and themost + adjective indicate that one of a group isoutstanding in a particular way changes in spelling at the end of adjectiveswhen using their comparative and superlativeforms (eg big 1048764 bigger 1048764 biggest pretty 1048764prettier 1048764 prettiest large 1048764 larger 1048764 largestcheap 1048764 cheaper 1048764 cheapest etc) that some adjectives have irregularcomparative and superlative forms (eg good1048764 better 1048764 best bad 1048764 worse 1048764 worst) the different meanings that a single term mayhave depending on the context of use (dresstie coat glasses watch ring) that some linking devices indicate cause

(because) while others indicate alternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can support message with gestures- Can self-correct pronunciation Students can givetake the floor sensitively inverbal andor non-verbal ways- Can initiate a conversation appropriately Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up words to decide when theyare usedViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 37

Unit 4 House and HomeUnit PurposeThe purpose of this unit is to enable students to describe their homes and learn about other peoplersquoshomesSocial PracticesGiving and obtaining factual information of a personal and non-personal kind41 Describing accommodationSample productions Therersquos an apartmenta house for rentsale in my buildingblockhellip There are threeroomstwo bathroomshellip (therein my apartment) Therersquos a largebeautiful studioliving roomhellip and asmall bathroomkitchenhellip(in hisher house) My bedroom is largernicer than my sisterrsquosthe studio Thebedroomdining roomhellip is oppositenext tohellip the entrancedining roomhellip Are there anyclosetsbookcaseshellip Yes there are No there arenrsquot (any) ( but therersquos a chest of drawers) Whatrsquos

your roomhouse like Itrsquos a small rooma large apartment Therersquos a lamp beside the bed and acomputer on my desk There are two bedrooms on the second floornext to the bathroom How manyposterspictureshellip are theredo you have (There areI have) TwoFourhellip Wherersquos the bathroom Itrsquosat the end of the hallnext to the kitchenPerformance Evidence Students can recognise and understand quotidian texts (brochures advertisementsmagazinenewspaper articles classified advertisements letterse-mails and conversations) in order touse them purposefully (obtain the characteristics of accommodation make comparisons)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (location numbers characteristics ofaccommodation and parts of a house) and discriminate relevant from irrelevant information inorder to identify a placeitem in the house determine which place is biggerbettercompleteexpand a text andor respond to a conversation- Can infer some information such as location of roomsfurniture size of the houseroom locationof speakers in relation to a map- Can infer from the data provided by the text knowledge of the world andor L1 some implicitinformation (state of accommodation characteristics of location)- Can infer the meaning of unfamiliar words related to accommodation from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding accommodation Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (brochure advertisement classified advertisementlettere-mail conversation) regarding descriptions of accommodation- Can follow structured models of spokenwritten language to give information aboutaccommodation- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing accommodation- Can produce some fixed expressions with appropriate stress rhythm and intonation whengivingasking for information about accommodation

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

Carrying out certain transactions32 Buying and selling thingsSample productions CanMay I help you Irsquom just looking ( thanks) Yes ( please) Do you have thisjacketthat blousehellip in greya larger sizehellip Would you like to try itthis coathellip on Yes pleasethankyou Can I try itthe suithellip on Can you get me a largersmaller size CertainlyOf course (sirmadam) What size do you need (I need) A medium one9hellip ( please) How much are theytheseshortshellip Theyrsquore $100pound2hellipPerformance Evidence Students can recognise and understand quotidian texts (advertisements catalogues andconversations) in order to use them purposefully (make comparisons buy sell select obtaininformation about products)- Can use knowledge of the world and clues (illustrations realia) to make predictions about thetexts36 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006- Can identify the overall message and some details (pricesfeatures of an object) anddiscriminate relevant from irrelevant information in order to make comparisons between two ormore items identify prices completeexpand a text andor respond to a conversation- Can infer intentions and attitudes of others- Can infer from data provided by the text knowledge of the world andor L1 some implicitinformation (location target customers price scale quality and characteristics of product)- Can infer the meaning of unfamiliar words related to shopping and clothes from the contextwithin which they are presented andor by recognising synonyms (eg big - large) andantonyms (eg cheap - expensive) based on content as well as on knowledge of the worldandor L1- Can discriminate the particular sounds used in this (s) and these (iz) and -ty (t) and -teen(tin)- Can express own judgement and make recommendations about the information contained intexts regarding items for salePerformance Evidence Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (advertisement catalogue conversation) regarding

comparisons and buyingselling things- Can follow structured models of spokenwritten language to give information about items forsale- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when comparing and when buyingselling things- Can produce some fixed expressions with appropriate stress rhythm and intonation whenmaking comparisons and purchases- Can pronounce intelligibly short and long vowel sounds that make a difference in meaning whenusing demonstrative pronouns (this (s) and these (iz))- Can identify the purpose for writing a description of items for sale intended audience and typeof text required (advertisement catalogue) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce individual sentences in preparation to write an advertisement catalogue and jointhem later using some linking devices (because or) in order to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the advertisement or catalogue producedReflection on Language Strategic CompetenceStudents notice the implication of physical proximity or distancewhen using singular (this - that) and pluraldemonstrative pronouns (these - those) that the forms adjective + -er (than) and more+ adjective ( than) indicate inequality that the forms the + adjective + -est and themost + adjective indicate that one of a group isoutstanding in a particular way changes in spelling at the end of adjectiveswhen using their comparative and superlativeforms (eg big 1048764 bigger 1048764 biggest pretty 1048764prettier 1048764 prettiest large 1048764 larger 1048764 largestcheap 1048764 cheaper 1048764 cheapest etc) that some adjectives have irregularcomparative and superlative forms (eg good1048764 better 1048764 best bad 1048764 worse 1048764 worst) the different meanings that a single term mayhave depending on the context of use (dresstie coat glasses watch ring) that some linking devices indicate cause

(because) while others indicate alternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can support message with gestures- Can self-correct pronunciation Students can givetake the floor sensitively inverbal andor non-verbal ways- Can initiate a conversation appropriately Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up words to decide when theyare usedViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 37

Unit 4 House and HomeUnit PurposeThe purpose of this unit is to enable students to describe their homes and learn about other peoplersquoshomesSocial PracticesGiving and obtaining factual information of a personal and non-personal kind41 Describing accommodationSample productions Therersquos an apartmenta house for rentsale in my buildingblockhellip There are threeroomstwo bathroomshellip (therein my apartment) Therersquos a largebeautiful studioliving roomhellip and asmall bathroomkitchenhellip(in hisher house) My bedroom is largernicer than my sisterrsquosthe studio Thebedroomdining roomhellip is oppositenext tohellip the entrancedining roomhellip Are there anyclosetsbookcaseshellip Yes there are No there arenrsquot (any) ( but therersquos a chest of drawers) Whatrsquos

your roomhouse like Itrsquos a small rooma large apartment Therersquos a lamp beside the bed and acomputer on my desk There are two bedrooms on the second floornext to the bathroom How manyposterspictureshellip are theredo you have (There areI have) TwoFourhellip Wherersquos the bathroom Itrsquosat the end of the hallnext to the kitchenPerformance Evidence Students can recognise and understand quotidian texts (brochures advertisementsmagazinenewspaper articles classified advertisements letterse-mails and conversations) in order touse them purposefully (obtain the characteristics of accommodation make comparisons)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (location numbers characteristics ofaccommodation and parts of a house) and discriminate relevant from irrelevant information inorder to identify a placeitem in the house determine which place is biggerbettercompleteexpand a text andor respond to a conversation- Can infer some information such as location of roomsfurniture size of the houseroom locationof speakers in relation to a map- Can infer from the data provided by the text knowledge of the world andor L1 some implicitinformation (state of accommodation characteristics of location)- Can infer the meaning of unfamiliar words related to accommodation from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding accommodation Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (brochure advertisement classified advertisementlettere-mail conversation) regarding descriptions of accommodation- Can follow structured models of spokenwritten language to give information aboutaccommodation- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing accommodation- Can produce some fixed expressions with appropriate stress rhythm and intonation whengivingasking for information about accommodation

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

comparisons and buyingselling things- Can follow structured models of spokenwritten language to give information about items forsale- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when comparing and when buyingselling things- Can produce some fixed expressions with appropriate stress rhythm and intonation whenmaking comparisons and purchases- Can pronounce intelligibly short and long vowel sounds that make a difference in meaning whenusing demonstrative pronouns (this (s) and these (iz))- Can identify the purpose for writing a description of items for sale intended audience and typeof text required (advertisement catalogue) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce individual sentences in preparation to write an advertisement catalogue and jointhem later using some linking devices (because or) in order to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the advertisement or catalogue producedReflection on Language Strategic CompetenceStudents notice the implication of physical proximity or distancewhen using singular (this - that) and pluraldemonstrative pronouns (these - those) that the forms adjective + -er (than) and more+ adjective ( than) indicate inequality that the forms the + adjective + -est and themost + adjective indicate that one of a group isoutstanding in a particular way changes in spelling at the end of adjectiveswhen using their comparative and superlativeforms (eg big 1048764 bigger 1048764 biggest pretty 1048764prettier 1048764 prettiest large 1048764 larger 1048764 largestcheap 1048764 cheaper 1048764 cheapest etc) that some adjectives have irregularcomparative and superlative forms (eg good1048764 better 1048764 best bad 1048764 worse 1048764 worst) the different meanings that a single term mayhave depending on the context of use (dresstie coat glasses watch ring) that some linking devices indicate cause

(because) while others indicate alternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can support message with gestures- Can self-correct pronunciation Students can givetake the floor sensitively inverbal andor non-verbal ways- Can initiate a conversation appropriately Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up words to decide when theyare usedViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 37

Unit 4 House and HomeUnit PurposeThe purpose of this unit is to enable students to describe their homes and learn about other peoplersquoshomesSocial PracticesGiving and obtaining factual information of a personal and non-personal kind41 Describing accommodationSample productions Therersquos an apartmenta house for rentsale in my buildingblockhellip There are threeroomstwo bathroomshellip (therein my apartment) Therersquos a largebeautiful studioliving roomhellip and asmall bathroomkitchenhellip(in hisher house) My bedroom is largernicer than my sisterrsquosthe studio Thebedroomdining roomhellip is oppositenext tohellip the entrancedining roomhellip Are there anyclosetsbookcaseshellip Yes there are No there arenrsquot (any) ( but therersquos a chest of drawers) Whatrsquos

your roomhouse like Itrsquos a small rooma large apartment Therersquos a lamp beside the bed and acomputer on my desk There are two bedrooms on the second floornext to the bathroom How manyposterspictureshellip are theredo you have (There areI have) TwoFourhellip Wherersquos the bathroom Itrsquosat the end of the hallnext to the kitchenPerformance Evidence Students can recognise and understand quotidian texts (brochures advertisementsmagazinenewspaper articles classified advertisements letterse-mails and conversations) in order touse them purposefully (obtain the characteristics of accommodation make comparisons)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (location numbers characteristics ofaccommodation and parts of a house) and discriminate relevant from irrelevant information inorder to identify a placeitem in the house determine which place is biggerbettercompleteexpand a text andor respond to a conversation- Can infer some information such as location of roomsfurniture size of the houseroom locationof speakers in relation to a map- Can infer from the data provided by the text knowledge of the world andor L1 some implicitinformation (state of accommodation characteristics of location)- Can infer the meaning of unfamiliar words related to accommodation from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding accommodation Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (brochure advertisement classified advertisementlettere-mail conversation) regarding descriptions of accommodation- Can follow structured models of spokenwritten language to give information aboutaccommodation- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing accommodation- Can produce some fixed expressions with appropriate stress rhythm and intonation whengivingasking for information about accommodation

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

(because) while others indicate alternative (or)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can rely on background noise tone ofvoice Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can support message with gestures- Can self-correct pronunciation Students can givetake the floor sensitively inverbal andor non-verbal ways- Can initiate a conversation appropriately Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can look up words to decide when theyare usedViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 37

Unit 4 House and HomeUnit PurposeThe purpose of this unit is to enable students to describe their homes and learn about other peoplersquoshomesSocial PracticesGiving and obtaining factual information of a personal and non-personal kind41 Describing accommodationSample productions Therersquos an apartmenta house for rentsale in my buildingblockhellip There are threeroomstwo bathroomshellip (therein my apartment) Therersquos a largebeautiful studioliving roomhellip and asmall bathroomkitchenhellip(in hisher house) My bedroom is largernicer than my sisterrsquosthe studio Thebedroomdining roomhellip is oppositenext tohellip the entrancedining roomhellip Are there anyclosetsbookcaseshellip Yes there are No there arenrsquot (any) ( but therersquos a chest of drawers) Whatrsquos

your roomhouse like Itrsquos a small rooma large apartment Therersquos a lamp beside the bed and acomputer on my desk There are two bedrooms on the second floornext to the bathroom How manyposterspictureshellip are theredo you have (There areI have) TwoFourhellip Wherersquos the bathroom Itrsquosat the end of the hallnext to the kitchenPerformance Evidence Students can recognise and understand quotidian texts (brochures advertisementsmagazinenewspaper articles classified advertisements letterse-mails and conversations) in order touse them purposefully (obtain the characteristics of accommodation make comparisons)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (location numbers characteristics ofaccommodation and parts of a house) and discriminate relevant from irrelevant information inorder to identify a placeitem in the house determine which place is biggerbettercompleteexpand a text andor respond to a conversation- Can infer some information such as location of roomsfurniture size of the houseroom locationof speakers in relation to a map- Can infer from the data provided by the text knowledge of the world andor L1 some implicitinformation (state of accommodation characteristics of location)- Can infer the meaning of unfamiliar words related to accommodation from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding accommodation Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (brochure advertisement classified advertisementlettere-mail conversation) regarding descriptions of accommodation- Can follow structured models of spokenwritten language to give information aboutaccommodation- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing accommodation- Can produce some fixed expressions with appropriate stress rhythm and intonation whengivingasking for information about accommodation

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

your roomhouse like Itrsquos a small rooma large apartment Therersquos a lamp beside the bed and acomputer on my desk There are two bedrooms on the second floornext to the bathroom How manyposterspictureshellip are theredo you have (There areI have) TwoFourhellip Wherersquos the bathroom Itrsquosat the end of the hallnext to the kitchenPerformance Evidence Students can recognise and understand quotidian texts (brochures advertisementsmagazinenewspaper articles classified advertisements letterse-mails and conversations) in order touse them purposefully (obtain the characteristics of accommodation make comparisons)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (location numbers characteristics ofaccommodation and parts of a house) and discriminate relevant from irrelevant information inorder to identify a placeitem in the house determine which place is biggerbettercompleteexpand a text andor respond to a conversation- Can infer some information such as location of roomsfurniture size of the houseroom locationof speakers in relation to a map- Can infer from the data provided by the text knowledge of the world andor L1 some implicitinformation (state of accommodation characteristics of location)- Can infer the meaning of unfamiliar words related to accommodation from the context withinwhich they are presented based on content as well as on knowledge of the world andor L1- Can express own judgement and make recommendations about the information contained intexts regarding accommodation Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (brochure advertisement classified advertisementlettere-mail conversation) regarding descriptions of accommodation- Can follow structured models of spokenwritten language to give information aboutaccommodation- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when describing accommodation- Can produce some fixed expressions with appropriate stress rhythm and intonation whengivingasking for information about accommodation

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

- Can identify the purpose for writing a description of accommodation intended audience andtype of text required (brochure advertisement classified advertisement lettere-mail) andgenerate and organise ideas coherently with the help of peers the teacher or by consultingdifferent sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (brochure heading subheadings body advertisement headingbody classified advertisement heading body lettere-mail introduction body conclusions)with the help of peers the teacher or a similar text- Can produce individual sentences in preparation to write a brochure advertisement classifiedadvertisement lettere-mail and join them later using some linking devices (ldquordquo and but) inorder to make the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the text- Can illustrate appropriately the brochure or advertisement produced38 (Tercera Seccioacuten) DIARIO OFICIAL Viernes 26 de mayo de 2006Reflection on Language Strategic CompetenceStudents notice that there is and there are indicate existence insingular and plural forms respectively the different meanings that a single term mayhave depending on the context of use (sinkyard) that some prepositions indicate location (onin in front of between next to behind) that some linking devices indicate addition (ldquordquoand) while others indicate contrast (but)and use such language features appropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can rely on gestures facial expressionsand visual context- Can adjust pace according to punctuationmarks when reading aloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity Students can recognise when confused anduse verbal andor non-verbal language to repair

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

communication breakdowns- Can paraphrase- Can re-read

Unit 5 Past TimesUnit PurposeThe purpose of this unit is to enable students to describe past events in their life and that of othersSocial PracticesGiving and obtaining factual information of a personal and non-personal kind51 Expressing ability and inability in the pastSample productions When I was a childTwo years agohellip I could run very fast HeShe couldnrsquot speakEnglish when heshe went to England for the first timein 2004hellip Could you readride a bikehellip whenyou were 5 (years old)were in preschoolhellip Yes I could No I couldnrsquot ( but I could skateclimbtreeshellip)52 Expressing past eventsSample productions We studied for the Spanish examwatched TVhellip yesterdaylast nighthellip Did youvisit the zooenjoy that filmhellip(when you went to Mexico City) Yes I did No I didnrsquot Was ittheweatherhellip OKnicehellip Yes it was No it wasnrsquot What did you do last weekendon Saturdayhellip Iplayed soccerhad lunch with my unclehellip Where did heshe stay (when heshe went to Acapulco)(HeShe stayed) With some friendsIn a small hotelhellip What was the best thing from Los Cabosthediscohellip The peopleThe musichellipPerformance Evidence Students can recognise and understand quotidian texts (letterse-mails magazinenewspaper articlesanecdotes and conversations) in order to use them purposefully (obtain information about (in)abilitiesin the past and about past events)- Can use knowledge of the world and clues (illustrations) to make predictions about the texts- Can identify the overall message and some details (sequencers actions) and discriminaterelevant from irrelevant information in order to establish sequence of events identify mainactionspeopleplaces completeexpand a text andor respond to a conversation- Can infer feelings and attitudes of others Students can recognise and understand academic texts (historical articles and biographies) in order tocompare with the rest of the class their own interpretation and judgement of such texts- Can obtain information from texts and register it in charts diagrams and notes

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

- Can use maps photographs and charts in texts to increase their knowledge about pastsituations Students recognise and understand short literary texts (tales and fragments of stories) in order tocomment on the feelings generated by them- Can identify characters main events and their sequence- Can relate topics events characters and conflicts described in texts to own experience Students can use language creatively and appropriately by selecting lexis phrases and grammaticalresources in order to produce short relevant texts (lettere-mail story diary biography conversation)regarding (in)ability in the past and past events- Can use knowledge of the world to anticipate type of information required expected ways ofinteraction and possible language needed when expressing past eventsViernes 26 de mayo de 2006 DIARIO OFICIAL (Tercera Seccioacuten) 39- Can produce connected speech with adequate stress rhythm and intonation when narratingpast events- Can pronounce intelligibly final consonant sounds at the end of regular verbs in the past(t d d)- Can identify the purpose for writing a narrative in the past intended audience and type of textrequired (lettere-mail story diary biography) and generate and organise ideas coherently withthe help of peers the teacher or by consulting different sources of information- Can produce a skeleton of the text to be written identifying and establishing the basicorganisation of components (lettere-mail story introduction body conclusions) with the helpof peers the teacher or a similar text- Can produce individual sentences in preparation to write a lettere-mail story biography andjoin or sequence them later using some linking devices (but when then after that) in order tomake the text coherent- Can concentrate separately on content or form with the help of peers the teacher or similartexts to make adequate corrections on a first draft and produce a final version of the textReflection on Language Strategic CompetenceStudents notice that the modal verb could indicates past abilityand has a regular form for all persons that the past simple tense indicatesactionssituations that started and finished at acertain moment in the past

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

that the past simple tense has a regular formfor all persons (eg I studied English Hestudied English We studied English) that the suffix -ed indicates the past form ofmost verbs (regular verbs) the use of do as a main verb (eg I did myhomework last night) or as an auxiliary verb inquestions (eg What time did you do yourhomework) and in negative statements (eg Ididnrsquot do my homework) changes in spelling at the end of regular verbsin the past (eg stop 1048764 stopped use 1048764 usedstudy 1048764 studied etc) that some words are used to replace nouns(eg I enjoyed the party It was wonderfulRomeo and Juliet belonged to enemy familiesThey died young I really liked Oaxaca I wentthere last year) that some linking devices indicate contrast (but)while others indicate sequence (when thenafter that) differences in final consonant sounds of regularverbs in the past (eg watch 1048764 watched 1048764 tclimb 1048764 climbed 1048764 d visit 1048764 visited 1048764 detc) and use such language featuresappropriately Students can use some verbal andor nonverbalinformation to ease and enrichcommunication- Can adjust pace according topunctuation marks when readingaloudsilently Students can recognise when confused andcope with not being able to understand parts ofwrittenoral texts- Can tolerate ambiguity- Can wonder if a given text makes sense Students can recognise when confused anduse verbal andor non-verbal language torepair communication breakdowns- Can repeatask for repetition- Can refer to dictionary entries- Can self-correct pronunciation- Can re-read- Can ask forgive the spellingmeaning ofa word Students can givetake the floor sensitively inverbal andor non-verbal ways- Can indicate a need to intervene in aconversation

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning

Students can make sense of the organisationof reference books (dictionariesencyclopaedias textbooks) in order to look forhelp- Can check the spelling of unfamiliarwords- Can check the pronunciation of unfamiliarwords- Can look up unfamiliar words to find theirmeaning