The document outlines the methods, strategies, and programming used to develop an English class. It discusses communicative language teaching, the natural approach, whole language, and experiential learning as methods. The programming section then provides the topics, contents, strategies, resources, and learning outcomes for each week of the class, organized into four articulations on themes like introductions, family, food, and technology. The overall goal is for students to improve their English communication skills according to the Common European Framework of Reference standards.

1. Tarea N°2
IV. MÉTODOS Y ESTRATEGIAS:
The following are the methods and strategies used for developing the English class:
a) COMMUNICATIVE LANGUAGE TEACHING:
Create interaction with others. Learn and Discover. Involve real communication.
Promote acquisition. Approach the receptive and productive communicative skills
in an integrate way.
b) NATURAL APPROACH:
Use English in communicative situations. Expose Learners to match
comprehensible input. Acquire new language by understanding messages.
c) WHOLE LANGUAGE:
Learning proceeds from whole to part. Learning takes place as groups engage in
meaningful social interaction. Oral and written languages are required
simultaneously.
d) EXPERIENTIAL LEARNING:
Based on their personal experiences. It is a meaningful learning to apply in their
daily life.
Activate student’s prior knowledge.
V. PROGRAMACIÓN TEMÁTICA
ARTICULATION 1: Unit 1: Getting Acquainted
Competence 1: To greet and exchange personal information and identify new vocabulary
in order to increase the lexicon in the English language according to the CEFR.
Week CONTENTS SRATEGIES RESOURCES LEARNING
RESULTS
COGNITIVE PROCEDURAL ATTITUDINAL
1 1.1 Meet
someone new
To know how to
greet and
exchange
personal
information and
identify new
vocabulary in
order to increase
the lexicon in the
English language
according to the
CEFR.
1.1 Meet someone new
To simulate personal
information and identify
new vocabulary in order
to increase the lexicon in
the English language
according to the CEFR.
1.1 Meet someone
new
To share and
exchange personal
information and
identify new
vocabulary in order
to increase the
lexicon in the
English language
according to the
CEFR.
-Peer Buddy
-Small group
activities
-Repetition
-Word banks
-QAR
-Labeling
-Role-Playing
-Completing
gaps
-Mind map
HUMAN: Teachers
and Students
MATERIAL:
Textbook, Exercise
Worksheets, Board,
Posters and Visual
Aids
TECHNOLOGICAL:
Computer, Projector,
Greet and exchange
personal information
and identify new
vocabulary in order to
increase the lexicon in
the English language
according to the
CEFR.

2. 2 1.2 Identify and
describe
people
To know how to
greet and
exchange
personal
information and
identify new
vocabulary in
order to increase
the lexicon in the
English language
according to the
CEFR.
1.2 Identify and
describe people
To simulate personal
information and identify
new vocabulary in order
to increase the lexicon in
the English language
according to the CEFR
1.2 Identify and
describe people
To share and
exchange personal
information and
identify new
vocabulary in order
to increase the
lexicon in the
English language
according to the
CEFR.
-Context
clues
-Oral and
written exams
- Quizzes
-Homework
- Class
participation
-Myenglishlab
use and
participation
Internet and Tic’s
3 1.3 Provide
personal
information
To know how to
greet and
exchange
personal
information and
identify new
vocabulary in
order to increase
the lexicon in the
English language
according to the
CEFR.
1.3 Provide personal
information
To simulate personal
information and identify
new vocabulary in order
to increase the lexicon in
the English language
according to the CEFR
1.3 Provide
personal
information
To share and
exchange personal
information and
identify new
vocabulary in order
to increase the
lexicon in the
English language
according to the
CEFR.
4 1.4 Introduce
someone to a
group
To know how to
greet and
exchange
personal
information and
identify new
vocabulary in
order to increase
the lexicon in the
English language
according to the
CEFR.
1.4 Introduce
someone to a group
To simulate personal
information and identify
new vocabulary in order
to increase the lexicon in
the English language
according to the CEFR
1.4 Introduce
someone to a
group
To share and
exchange personal
information and
identify new
vocabulary in order
to increase the
lexicon in the
English language
according to the
CEFR.
5 First Partial Evaluation
ARTICULATION 2: UNITS 2-3: Going Out – The Extended Family
Competence 2: To Describe plans, talk about musical events and compare families to
report family relationships in order to improve the communication at an inter personal level,
according to the CEFR.
Week CONTENTS SRATEGIES RESOURCES LEARNING
RESULTS
COGNITIVE PROCEDURAL ATTITUDINAL
6 2.1 Accept or
decline an
invitation
2.2 Express
location and give
2.1 Accept or decline
an invitation
2.2 Express location
and give directions
2.1 Accept or
decline an
invitation
2.2 Express
location and give
-Peer Buddy
-Small group
activities
-Repetition
-Word banks
HUMAN: Teachers
and Students
Describe plans, talk
about musical events
and compare families
to report family
relationships in order

3. directions
To describe plans,
talk about musical
events and
compare families
to report family
relationships in
order to improve
the
communication at
an inter personal
level, according to
the CEFR.
To plan events, talk
about musical tastes
and compare families in
order to improve the
communication at an
inter personal level,
according to the CEFR.
directions
To be confident on
planning events,
talking about
musical events
and comparing
families in order to
improve the
communication at
an inter personal
level, according to
the CEFR.
-QAR
-Labeling
-Role-Playing
-Completing
gaps
-Mind map
-Context
clues
-Oral and
written exams
- Quizzes
-Homework
- Class
participation
-Myenglishlab
use and
participation
MATERIAL:
Textbook, Exercise
Worksheets, Board,
Posters and Visual
Aids
TECHNOLOGICAL:
Computer, Projector,
Internet and Tic’s
to improve the
communication at an
inter personal level,
according to the
CEFR.
7 2.3 Make plans to
see an event
2.4 Talk about
musical tastes
To describe plans,
talk about musical
events and
compare families
to report family
relationships in
order to improve
the
communication at
an inter personal
level, according to
the CEFR.
2.3 Make plans to see
an event
2.4 Talk about musical
tastes
To plan events, talk
about musical tastes
and compare families in
order to improve the
communication at an
inter personal level,
according to the CEFR.
2.3 Make plans to
see an event
2.4 Talk about
musical tastes
To be confident on
planning events,
talking about
musical events
and comparing
families in order to
improve the
communication at
an inter personal
level, according to
the CEFR.
8 2.5 Report news
about
relationships
2.6 Describe
extended families
To describe plans,
talk about musical
events and
compare families
to report family
relationships in
order to improve
the
communication at
an inter personal
level, according to
the CEFR.
2.5 Report news about
relationships
2.6 Describe extended
families
To plan events, talk
about musical tastes
and compare families in
order to improve the
communication at an
inter personal level,
according to the CEFR.
2.5 Report news
about
relationships
2.6 Describe
extended families
To be confident on
planning events,
talking about
musical events
and comparing
families in order to
improve the
communication at
an inter personal
level, according to
the CEFR.
9 2.7 Compare
people
2.8 Discuss family
cultural traditions
To describe plans,
talk about musical
2.7 Compare people
2.8 Discuss family
cultural traditions
To plan events, talk
about musical tastes
and compare families in
2.7 Compare
people
2.8 Discuss family
cultural traditions
To be confident on
planning events,

4. events and
compare families
to report family
relationships in
order to improve
the
communication at
an inter personal
level, according to
the CEFR.
order to improve the
communication at an
inter personal level,
according to the CEFR.
talking about
musical events
and comparing
families in order to
improve the
communication at
an inter personal
level, according to
the CEFR.
10 Second Partial Evaluation
ARTICULATION 3: UNIT 4: Food and Restaurants
Competence 3: To identify menus and meals in order to manage situations in a restaurant
at a basic level, according to the CEFR.
Week CONTENTS SRATEGIES RESOURCES LEARNING
RESULTS
COGNITIVE PROCEDURAL ATTITUDINAL
11 3.1 Ask for a
restaurant
recommendation
To identify menus
and meals in
order to manage
situations in a
restaurant at a
basic level,
according to the
CEFR.
3.1 Ask for a restaurant
recommendation
To manage menus and
meals in order to
represent situations in
a restaurant at a basic
level, according to the
CEFR.
3.1 Ask for a
restaurant
recommendation
To respect
different menus
and meals in order
to manage
situations in a
restaurant at a
basic level,
according to the
CEFR.
-Peer Buddy
-Small group
activities
-Repetition
-Word banks
-QAR
-Labeling
-Role-Playing
-Completing
gaps
-Mind map
-Context
clues
-Oral and
written exams
- Quizzes
-Homework
- Class
participation
-Myenglishlab
use and
participation
HUMAN: Teachers
and Students
MATERIAL:
Textbook, Exercise
Worksheets, Board,
Posters and Visual
Aids
TECHNOLOGICAL:
Computer, Projector,
Internet and Tic’s
Identify menus and
meals in order to
manage situations in
a restaurant at a
basic level, according
to the CEFR.
12 3.2 Order from a
menu
To identify menus
and meals in
order to manage
situations in a
restaurant at a
basic level,
according to the
CEFR.
3.2 Order from a menu
To manage menus and
meals in order to
represent situations in
a restaurant at a basic
level, according to the
CEFR.
3.2 Order from a
menu
To respect
different menus
and meals in order
to manage
situations in a
restaurant at a
basic level,
according to the
CEFR.
13 3.3 Speak to a
server and pay
for a meal
To identify menus
and meals in
order to manage
3.3 Speak to a server
and pay for a meal
To manage menus and
meals in order to
represent situations in
a restaurant at a basic
3.3 Speak to a
server and pay for
a meal
To respect
different menus
and meals in order

5. situations in a
restaurant at a
basic level,
according to the
CEFR.
level, according to the
CEFR.
to manage
situations in a
restaurant at a
basic level,
according to the
CEFR.
14 3.4 Discuss food
and health
To identify menus
and meals in
order to manage
situations in a
restaurant at a
basic level,
according to the
CEFR.
3.4 Discuss food and
health
To manage menus and
meals in order to
represent situations in
a restaurant at a basic
level, according to the
CEFR.
3.4 Discuss food
and health
To respect
different menus
and meals in order
to manage
situations in a
restaurant at a
basic level,
according to the
CEFR.
15 Third Partial Evaluation
ARTICULATION 4: UNIT 5: Technology and You
Competence 4: To interpret a brand or model based on the characteristics of products, in
order to take decisions, according to the CEFR.
Week CONTENTS SRATEGIES RESOURCES LEARNING
RESULTS
COGNITIVE PROCEDURAL ATTITUDINAL
16 4.1 Suggest a
brand or a model
To interpret a
brand or model
based on the
characteristics of
products, in order
to take decisions,
according to the
CEFR.
4.1 Suggest a brand or
a model
To suggest a brand or
model based on the
characteristics of
products in order to
take decisions,
according to the CEFR.
4.1 Suggest a
brand or a model
To share a brand
or model based on
the characteristics
of products in
order to take
decisions,
according to the
CEFR.
-Peer Buddy
-Small group
activities
-Repetition
-Word banks
-QAR
-Labeling
-Role-Play
-Completing
gaps
-Mind map
-Context
clues
-Oral and
written exams
- Quizzes
-Homework
- Class
participation
-Myenglishlab
use and
participation
HUMAN: Teachers
and Students
MATERIAL:
Textbook, Exercise
Worksheets, Board,
Posters and Visual
Aids
TECHNOLOGICAL:
Computer, Projector,
Internet and Tic’s
Interpret a brand or
model based on the
characteristics of
products, in order to
take decisions,
according to the
CEFR.
17 4.2 Express
frustration and
sympathy
To interpret a
brand or model
based on the
characteristics of
products, in order
to take decisions,
according to the
CEFR.
4.2 Express frustration
and sympathy
To suggest a brand or
model based on the
characteristics of
products in order to
take decisions,
according to the CEFR.
4.2 Express
frustration and
sympathy
To share a brand
or model based on
the characteristics
of products in
order to take
decisions,
according to the
CEFR.

6. 18 4.3 Describe
features of
products
To interpret a
brand or model
based on the
characteristics of
products, in order
to take decisions,
according to the
CEFR.
4.3 Describe features
of products
To suggest a brand or
model based on the
characteristics of
products in order to
take decisions,
according to the CEFR.
4.3 Describe
features of
products
To share a brand
or model based on
the characteristics
of products in
order to take
decisions,
according to the
CEFR.
19 4.4 Complain
when things
don’t work
To interpret a
brand or model
based on the
characteristics of
products, in order
to take decisions,
according to the
CEFR.
4.4 Complain when
things don’t work
To suggest a brand or
model based on the
characteristics of
products in order to
take decisions,
according to the CEFR.
4.4 Complain
when things don’t
work
To share a brand
or model based on
the characteristics
of products in
order to take
decisions,
according to the
CEFR.
20 Fourth Partial Evaluation