The document provides details about an English workshop for 7th grade students that will take place over the first two weeks of the 2015-2016 school year. It consists of six 50-minute sessions focusing on reading comprehension strategies like cognates, prediction, scanning, and skimming. Each session covers a short reading on a topic like health or the universe and includes corresponding activities and assessments. The goal is to help students practice and improve their English reading skills.

1. SUBJECT: ENGLISH

2. Presentation
The workshop is designed to be worked on the first two weeks of the school year 2015 - 2016,
three fifty-minute sessions per week for a total of six sessions for the two weeks and claims that
students in seventh grade readingcomprehensionpracticethe subject of English by short texts,
easy to interpret.
This document is written in Spanish and English and contains 9 reading comprehension
strategies that will be of great use. During the six sessions scheduled in may we will practice 5
strategies 9 proposals.
After each reading suggested you find a teaching sequence in which you propose a series of
activities,strategies and assessmentrubricas a teacher you have the freedomto adaptor modify
them if necessary, the purpose is to reach our goal.
The State Collegiate Skills Development Directorate of Secondary Education you want :
Success !!!!!!!
Purpose
Implementa program for students in the early grades of secondary school to apply in the first
two weeks of the 2015-2016 school year.
This program will address the basic needs, to encourage students to exercise and reading
comprehension, writing, basic math; and develop attitudes and study habits which promote
values and discipline.

3. Purpose of English language teaching for Cycle 4
• Given that the purpose of teaching English in Cycle 4 Basic Education (first, second and third
grades of secondary) is for students to consolidate their English in basic communication and
develop specific skills situations , own social practices of the language, with different
communicative situations to understand and produce, in general, oral and written texts on
various topics. At the end of this cycle, students are expected:
• Cycle 1
3rd Preschool and Primary 1 and 2
• Cycle 2
3rd and 4th Primary
• Cycle 3
5th and 6th grade

4. Programa Nacional de Inglés en Educación Básica
Programas de Estudio 2011 Ciclo 4
UNDERSTAND
ANDUSE
INFORMATION
TREXTOS PRODUCE BRIEF
GET THE
MAIN
IDEA OF
THE TEXT
RECOGNIZEAND
RESPECT
CULTURAL
DIVERSITY
EXPRESSREVIEWS AND
OPTIONS
FIT YOUR
LANGUAGE
MEET ROCORD
LANGUAGE
EDIT TEXT
RECORDS
APROPRIATETO
HENDLE FOR A
VARIETYOF
COMMUNICATION
SITUATIONS
CONUMICSTIVOS
INTERVENEIN
ACTS
KEEP THE
COMMUNICATION

5. It is necessary that students entering the first grade of secondary education, especially if these students are graduates of
public schools do a course to provide them with tools to develop in this course and achieve the expected learning
according to current program. Product of this need comes the next workshop. The workshop is designed to be worked on
the first two weeks of the school year 2015 - 2016, three fifty-minute sessions per week for a total of six sessions for the
two weeks and claims that students in seventh grade reading comprehension practice the subject of English by short
texts, easy to interpret.
PROGRAM CONTENT
ACTIVITIES
1a. Sesión: First Lecture “Diseasesyou can catch from your Pet”.
Strategy: Cognates.
2ª. Sesión:Second Lecture “How prehistoric animals size up next to human beings”.
Strategy: Prediction.
3ª. Sesión:Third Lecture “Introducing yourself”.
Strategy: Scanning.
4ª. Sesión:Fourth Lecture “Man on the moon”.
Strategy: Skimming.
5ª. Sesión:Exercises Logical Mathematical Thinking.
6ª. Sesión:Evaluation.

6. FIRST LECTURE
STRATEGY: COGNATES
Diseases you can catch from your Pet.
The family pet is considered a true member of the family. It is
important to note that these animals are capable of
transmitting diseases to humans. Pets harbor a number of
germsand parasites including bacteria, viruses, protozoans,
and fungi. Pets can also carry fleas, ticks, and mites, which
can infect humans and transmit disease. Pregnant women,
infants, children younger than 5, and individuals with
suppressed immune systems are most susceptible to
contracting diseases from pets. The most effective way to prevent pet-
related disease is to wash your hands properly after handling pets or pet
excrement, avoid getting scratched or bitten by pets, and ensure your pet is
properly vaccinated and receives routine veterinary care. Below are some
common diseases that you can catch from you

7. TEACHING SEQUENCE 1
To develop strategies reading comprehension and writing
DATE 1st GRADE GROUP SESSION: 1
TOPIC:
health
SUB-ITEM (S):
DISEASES YOU CAN CATCH FROM YOUR PET.
STRATEGY.
I draw meaning through cognates.Cognates are words ofsimilar meaning and writing in Spanish and English.
PURPOSE:
Students extract meaning from text through this strategy.
REFERENCE Exercises UNAM
ced.cele.unam.mx/leeringles/biblioteca/lecturas.ph.p
HOME DEVELOPMENT CLOSE
ACTIVITIES:
The teacher tells the studentto revise the text
"Diseases you can catch from your Pet" and notice
that there are words thathave the same spelling
and similar meaning in English and Spanish called:
cognates
example:
Vegetable plant =
Lemon lemon =
Computer = computer
Hospital = hospital
Calculator calculator =
Reading occurs.
ACTIVITIES:
The teacher will read the text aloud, the students are
reading with your thumb,carefully listening to the
pronunciation.
After students read aloud repeating the
pronunciation.
With a brand texts underline cognates trying to
locate 32 having the text.
They write in a notebook the listof cognates located
in the text.
Taking into accountits listof words to try to extract
the text contentanalyzing each statementand write
in the notebook.
ACTIVITIES:
Students will read each reading analysis to check
for matches and clarification.
EVALUATION:
(RUBRICA ACCOMPANYING FORM OF WHICH
WILL BE COMPLETED BY TEACHER)
PRODUCTS: Text by student
MATERIALS:
Reading,brand texts notebook.
REMARKS:

8. SECOND LECTURE
STRATEGY: PREDICTION
How prehistoric animals size up next to human beings
The size of prehistoric animals can be difficult to
comprehend: 50 tons here, 50 feet there, and pretty soon
you're talking about a creature that's as much bigger than
an elephant as an elephant is bigger than a house cat. In
this picture gallery, you can see how some of the most famous extinct
animals that ever lived would have sized up against an average human being-
-which will give you a good idea what "big" really means!

9. TEACHING SEQUENCE 2
To develop strategies reading comprehension and writing
DATE the 1st GRADE GROUP SESSION: 1
TOPIC:
Prehistory
SUB-ITEM (S):
HOW PREHISTORIC ANIMALS SIZE UP NEXT TO HUMAN BEINGS .
STRATEGY.
Students watching the title, seeing the sights and according to their prior knowledge make assumptions aboutthe contentof reading.
PURPOSE:
WHAT STUDENTS KNOW AND USE THE INFERENCE TO IMPROVE THEIR EFFICIENCY IN READING COMPREHENSION.
REFERENCES Exercises UNAM
ced.cele.unam.mx/leeringles/biblioteca/lecturas.ph.p
HOME DEVELOPMENT CLOSE
ACTIVITIES:
Delivery teaching reading to students who are
going to work "How prehistoric animals size up next
to human beings"and focused on that title and
image to infer reviewed.
ACTIVITIES:
The teacher asks his students ifthey have heard of
prehistory.
What he was in that world?
Who lived there?
What were the dinosaurs?
Do you know the scientific name ofany of these
prehistoric animals?
What happened to them?
He had human beings in their territory?
The teacher read aloud the text, students will read
at her.
ACTIVITIES:
According to prior knowledge students infer the
content of the text.
Write down the answers in your workbook.
In plenary will socialize the answers.
EVALUATION:
(RUBRICA ACCOMPANYING FORM OF WHICH
WILL BE COMPLETED BY TEACHER)
PRODUCTS: Exercises inference in a reading to
improve reading comprehension.
MATERIALS:Reading, pencil,notebook.
REMARKS:

10. STRATEGY: SCANNING
Introducing Yourself Presentándose
Hello! My name is Ana. I am twenty-five years
old. I live in Miami, Florida with my husband
and two children. I have one son in
kindergarten and one daughter in first grade.
They both attend public school. My husband is
a mechanic. On weekends, he works at a
restaurant as a dishwasher. The restaurant
usually gets more customers on weekends, so
they need extra people to wash dishes.
¡Hola! Mi nombre es Ana. Tengo veinticinco
años. Vivo en Miami, Florida con mi esposo y
dos hijos. Tengo un hijo en kínder y una hija en
primer grado. Ambos van a una escuela
pública. Mi esposo es mecánico. Los fines de
semana, él trabaja en un restaurante lavando
platos. El restaurante usualmente tiene más
clientes los fines de semana, entonces
necesitan gente extra para lavar platos.

11. Preguntas y Respuestas (Questions andAnswers )
Éstaes una lista de preguntas y respuestas de prácticaacercade la lectura anterior. Asegúrese de repetirlas en
voz alta para mejorar supronunciacióndelinglés.
Q1: Who is introducing herself?
A1: Ana is introducing herself.
P1: ¿Quién se está presentando?
R1: Ana se está presentando.
Q2: How old is she?
A2: She is twenty-five years old.
P2: ¿Cuántos años tiene ella?
R2: Ella tiene veinticinco años.
Q3: Where does Ana live?
A3: She lives in Miami, Florida.
P3: ¿Dónde vive Ana?
R3: Ella vive en Miami, Florida.
Q4: What is her husband’s profession?
A4: He is a mechanic.
P4: ¿Cuál es la profesión de su esposo?
R4: Él es mecánico.
Q5: Where does he work on weekends?
A5: On weekends, he works at a restaurant. He
washes dishes.
P5: ¿Dónde trabaja él los fines de semana?
R5: Los fines de semana, él trabaja en un
restaurante. Él lava platos.
Q6: How many children does Ana have?
A6: She has two children; one son and one
daughter.
P6: ¿Cuántos hijos tiene Ana?
R6: Ella tiene dos hijos; un hijo y una hija.

12. TEACHING SEQUENCE 3
ATTITUDES TO DEVELOP DISCIPLINE AND STUDY HABITS
DATE the 1st GRADE GROUP SESSION: 1
TOPIC:
coexistence
SUB-ITEM (S):
INTRODUCING YOURSELF.
STRATEGY:
Based on a questionnaire specific information.
PURPOSE:
Students know and learn to get specific information through guided questions.
REFERENCES: : Lecturas de inglés básicas
www.ingles-practico.com/basico/lecturasbasicashtml
HOME DEVELOPMENT CLOSE
ACTIVITIES:
The teacher presents the reading "Introducing
yourself".
ACTIVITIES:
The teacher readaloud, the students are
reading with your thumb, carefully listening to
the pronunciation.
Students readthe text aloud repeating the
pronunciation.
The teacher starts the application of the
questionnaire verbally giving emphasis to
keywords.
Binas formed with students for one askedthe
other and vice versa.
ACTIVITIES:
The teacher delivers printed questionnaire for
students to answer it.
In plenary will solve some doubts.
EVALUATION:
(RUBRICA ACCOMPANYING FORM. WHICH
WILL BE COMPLETED BY TEACHER)
PRODUCTS: Use and management of personal
presentation questionnaire.
MATERIALS:
Book, printed questionnaire, pencil.
REMARKS:

13. FOURTH LECTURE
STRATEGY: SKIMMING
Man on the moon
MAN ON THE MOON

14. Once upon a time there was a little man who was very sad because he had
spaceship but he didn't know what to do with it.
- Can you help him?
- What could he do with his spaceship?
Then, he decided to go to the moon and flew
and flew until be got there.
-So, where is he now?

15. As he had never been on the moon, he wasn't sure about what he cold do
there, so he thought and thought inside his spaceship.
- What do you think he decided to do?
Of course, the little man thought that he had done such a long trip
because he wanted to visit the moon, so he decided to go outside for a
walk. And he was walking and walking, and walking until he meet a …
- What do you think he met?

16. Oh! Yes! He met a dinosaur and as they made very good friends, the little
man decided to stay in the moon to live with his new friend in a beautiful
tent he had in the spaceship. And since then this little man is know as …
"The man on the moon".
END

17. TEACHING SEQUENCE 4
To develop strategies reading comprehension and writing.
DATE the 1st GRADE GROUP SESSIONS: 1
TOPIC:
UNIVERSE
SUB-ITEM (S):
MAN ON THE MOON
STRATEGY:
Column relate images with text column.
PURPOSE:
STUDENTS TO RELATED DRAWINGS BY INFERENCE WITH TEXT.
References: Cuentos en inglés: Man on moon
www.guiainfantil.com>articulos>navidad>cuentos
HOME DEVELOPMENT CLOSE
ACTIVITIES:
Teachers using the blackboard or any classroom
wall has two columns one with drawings and other
texts.
ACTIVITIES:
Teachers tell students to interact with colored lines
drawings with texts having "read and analyzed"
both columns.
ACTIVITIES:
In binas students exchange views on the work they
performed.
In plenary socialize answers.
EVALUATION:
(RUBRICA ACCOMPANYING FORM OF WHICH
WILL BE COMPLETED BY TEACHER)
PRODUCTS: Managementof continuous and
discontinuous texts.
MATERIALS: Reading,brand texts, white sheets.
REMARKS:

18. FIFTH SESION STRATEGY: EXERCISES LOGICAL MATHEMATICAL THINKING

23. TEACHING SEQUENCE 5
ATTITUDES TO DEVELOP LOGICAL MATHEMATICAL THINKING
DATE the 1stGRADE GROUP SESSION: 1
TOPIC:
Basic Operations
SUB-ITEM (S):
ADD AND SUSTRATION
STRATEGY: With pictures and pencils colors ,the students practice the basic operations.
PURPOSE:
Students practice the numbers in English 1 to 20.
TOPIC:
basic Operations
SUB-ITEM (S):
ADDITION AND SUBTRACTION
STRATEGY.
Through images and crayons elementarystudents practice operations.
PURPOSE:
Students to practice writing numbers in English byelementaryoperations.
REFERENCES: webgrafía: imágenes de ejercicios de matemáticas en inglés para colorear.
HOME DEVELOPMENT CLOSE
ACTIVITIES:
The teacher presents students the numbers 1 to
20 in English oral and written form.
After delivery the studentteacher working material
consists of5 copy activities.
ACTIVITIES:
sheet1
Students join the numbers with their name is written
in English,preferablyusing crayons.
sheet2
This sheetstudents perform operations and write
the resultto the number name in English.
sheet3
This exercise is that students should add elements
and write the resultto the number name in English.
sheet4
Students perform operations and color each
balloon according to the result.
sheet5
In this exercise, students add or subtractas needed
and write in space they are told.
ACTIVITIES:
* The leaves are exchanged between them to
qualify
* Exercises as a group are resolved,allowing them
to be actors and teachers only mediator gives
guidelines for participation.
EVALUATION:
(RUBRICA ACCOMPANYING FORM OF WHICH
WILL BE COMPLETED BY TEACHER)
PRODUCTS: Worksheets.
MATERIALS:
Photocopied material,pencil and colors.
REMARKS:

24. RUBRICA reading comprehension and logical thinking MATEMÁTICO
ENGLISH
INDICATORS
LEVELS COGNATES PREDICTION SCANNING SKIMMING
LOGICAL
MATHEMATICAL
THINKING
Very good
10
The students
understand all the
text.
The students
know the theme
The students
answer all the
questions
The students link
all the pictures
with the text
The students
answer all the
exercises very
well
Good
9 - 8
The students
understand 21 to
25 cognates
The students
know some the
theme
The students
answer 5
questions
The students link
4 pictures with the
text
The students
answer 5
exercises very
well
All right
7 - 6
The students
understand 15 to
20 cognates
The students
know few the
theme
The students
answer 3
questions
The students link
3 pictures with the
text
The students
answer 3
exercises very
well
Very poor
5
The students
understand 10
cognates
The students don’t
know the theme
The students don’t
answer any
question
The students don’t
link any picture
The students
answer 2
exercises very
well

25. STRATEGIES FOR UNDERSTANDING OF TEXTS IN
ENGLISH .
The following are brief descriptions of the main strategies for
comprehension.

26. 1. Cognates (cognates)
Cognates are words that have the same script in English and Spanish
language, and probably have a similar meaning. For example, "service"
and service, "dentist" and dentist. The most common cognates include
country names, numbers and names among many others. However,
some words may seem similar, yet have a different meaning. These are
called false cognates, we see why in these two examples: the English
word "significant" in Castilian is headed and insensitive, and
"understandable" is translated as wide and not as sympathetic. Even
when we are aware of the danger of false cognates, it is essential to
remember that no word has an absolute meaning: the essential meaning
of a word depends on its context.

27. 2. Forecasting (Prediction)
The title of a text can help us to make assumptions of its contents.
Understanding the first paragraph of a text can afford to make a
prediction of what will seek a second and so on. Reading as a statement
of the assumptions of the reader can be as productive and effective. We
should not forget that the reader has some knowledge of any text and
this can be exploited to improve the efficiency of reading.
3. Browse (Skimming)
Fast reading of a text is not always a bad idea. A quick and superficial
reading of the text can give us its essence and show how relevant,
important and interesting for us. The title and subtitle, preliminary and
final paragraphs, typography, images, etc., can help to decipher their
meaning. Moreover, often the general understanding of a text can be
quite adequate for our purposes. Only in special circumstances we need
a precise understanding of each word in a text; for example, when we
read a legal contract.

28. 4. Scrutiny (SCANNING)
Read with a purpose is to make an effective reading. The reader can
minimize efforts to establish the specific information required of a given
text. It devotes detailed attention only to those areas of the text,
according to the desired information. The distribution and structure of key
vocabulary can help in such a concentrated research.
5. Coherence (cohesion)
Reading can be more productive if we learn to recognize the resources
that link sentences and paragraphs to create a text. Many resources are
consistent grammatical nature, for example pronouns like it, all this / that
demonstrative and the verb to do.

29. 6. Connection (Connection)
The connective elements are words or sentences that indicate semantic relations between
sentences and paragraphs. They allow us to understand how ideas are developed in a
prayer to another, from one paragraph to another. We communicate whether a sentence
continues the outcome of an already posed idea, exemplifies or contradict.
Such elements have a range of functions:
Enumeration (ENUMERATION)
Firstly, secondly, etc.
Addition (adition)
And, in adition to,, Moreover, etc.
Logical sequence (LOGICAL SEQUENCE)
THEREFORE, consequently, THUS, etc.
Explanation (explanation)
Or, That Is, etc.
Contrast (CONTRAST)
But, however, etc.
Exemplification (exemplification)
For example, for instance, etc.

30. 7. Context and linguistic function (LINGUISTIC FUNCTION AND CONTEXT)
If we can identify a function of a word in a sentence, it shall be provided
our understanding of the word. This can be done by recognizing the completion
of the word.
• Nouns (noun) ending in ion, er, ance, nees, hood, ship, etc.
• Verbs (VERBS) end in s, ed, ing, etc.
• Adjectives (ADJECTIVES) end in ible, reliable, ful, etc.
• adverbs (Adverbs) ending in ly, lly, ally, etc.
We can also identify the function of a fancy word in a sentence:
PETER KICKED THE BALL HARD.
(Noun / subject) (verb) (noun phrase-OBJECT) (adverb)
It is important to clarify that the true meaning of the words of open class "open
class" such as nouns, verbs, adjectives and adverbs instead of those known as
closed "closed class" as articles and conjunctions.

31. 8. redundancy (REDUNDANCY)
The same ideas, words and even sentences can occur multiple times in a
text. Therefore, it may happen that a word whose meaning can not
decipher a sentence reappear in another, where the new context and our
accumulated knowledge give us meaning. Similarly an idea can be
expressed using different words and phrases in the text and therefore our
understanding of an idea, can increase the more we read the text. So we
understand that redundancy is a common feature of text that can help us
read with greater confidence and understanding.

32. 9. Summary (Summarizing)
A priority for us is often extract the main ideas or the information contained in the
text and make a report on them for future reference. This is what we call a
synopsis or summary and can do as follows:
1. Underline the ideas that appear to be the most important.
2. Read the text again and remove those that show no longer be as important or
are irrelevant to the true idea of the text.
3. Make a note of the other ideas in their own words.
4. Express these ideas in complete sentences and order them logically.
5. Select the words and phrases we use to connect sentences and create
paragraphs.
6. Write a summary and read it for errors and check flow.
Importantly, when we have no familiarity with the subject matter of a text read in a
foreign language, we tend to fall into the knowledge of our mother tongue to
understand. That is why the book "Reading & Understanding I" provides practice
English structures in each unit.
Strategies for reading comprehension in English.
Cdigital.dgb.uant.mx

33. Bibliography
Strategies for reading comprehension in English.
Cdigital.dgb.uant.mx
UNAM exercises
ced.cele.unam.mx/leeringles/biblioteca/lecturas.ph.p
Readings basic English
www.ingles-practico.com/basico/lecturasbasicashtml.
Stories in English: Man on the moon
www.guiainfantil.com> Items> Christmas> stories
webgrafía: imágenes de ejercicios de matemáticas en inglés para colorear.