Scope and Sequence
Unit 9 What DoYou Know About Mexican Food? Academic and Educational Environment Achievements 1. Explore illustrated texts about the ingredients in Mexican gastronomy. 2. Interpret written information in illustrated texts. 3. Write sentences that describe information in an infographic.
Communicative Activity Exchanges associated with specific purposes Social Practice of the Language To interpret and compare information in a graphic
Teaching Guidelines 1. Anticipate theme, purpose, and audience from graphic and textual components. Distinguish the relation between visual and written information. Establish textual organization patterns. Ask questions about new words and expressions to include them in their repertoires. Recognize graphic connectors and determine the information they link. 2. Understand general sense from visual and graphic information. Listen to the reading of textual information and establish links with visual information. Classify ways to express present tense. Compare ways to express descriptions. Ask questions to check understanding. 3. Choose key words. Order words in a sentence. Link words and sentences using connectors. Organize sentences in a paragraph. Check use of capital and lowercase letters and punctuation. Create an infographic to present information. Include graphic resources for descriptions.
Unit 10 How Can We Help Others? Family and Community Environment
Communicative Activity Exchanges associated with the environment Social Practice of the Language To interpret and use expressions to offer and receive help
Achievements 1. Explore dialogues containing expressions to offer and ask for help. 2. Examine ways to offer and ask for help. 3. Exchange expressions used to offer and ask for help.
Teaching Guidelines 1. Use contextual clues to compare situations in which help is asked for and given. Establish the relationship between participants. Contrast elements that are part of the structure of dialogues. Differentiate tone, pace, and volume effects between the person receiving help and the one asking for it. Generate ideas about the function of silences. 2. Detect known words and expressions as indicators to segment the sound chain. Paraphrase the reason to ask for help. Compare the composition of questions and answers in exchanges to ask for and offer help. Review ways to accept or reject help. Classify expressions to offer and ask for help, considering courtesy and empathy. Compare ways to demonstrate attention, support, and gratitude in different cultures. 3. Select situations to exchange expressions of help. Plan what it is going to be said and solve doubts about words and expressions. Offer and ask for help, and adjust gestures, body language, and facial expressions to convey meaning. Explore solutions to communication problems. Adjust pronunciation of specific sounds in words to improve comprehension.
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