Dosificacion secundaria

PRESENTACIÓN
A partir del enfoque humanista, y con base en hallazgos de la investigación educativa, se
introducen las directrices del nuevo currículo de la educación básica. Este se concentra en el
desarrollo de aprendizajes clave que contribuyen al desarrollo integral de los estudiantes que
les permiten aprender a lo largo de la vida. Adicional a los campos de la formación
académica, el desarrollo personal y social de los alumnos se incorpora como parte integral
del currículo con énfasis especial en el desarrollo de las habilidades socioemocionales. Al
mismo tiempo, se otorga a las escuelas un margen de autonomía curricular, con lo cual
podrán adaptar los contenidos educativos a las necesidades y contextos específicos de sus
estudiantes y sus medios.
Sin embargo, al implementarse los componentes “Desarrollo Personal y Social” y “Autonomía
Curricular” para el ciclo escolar 2018-2019 en todos los grados de educación preescolar,
primaria y secundaria, resulta necesario realizar ajustes a las horas lectivas para los grados
tercero, cuarto, quinto y sexto de educación primaria y segundo y tercero de educación
secundaria, señaladas en el ACUERDO 592. Del mismo modo es necesario, para estos
grados y niveles educativos organizar y dosificar los contenidos y aprendizajes esperados a
tres momentos de evaluación, considerando las indicaciones del anexo del ACUERDO
número 12/05/18, para el componente de Formación Académica.
En el presente documento se integran sugerencias de dosificación para las asignaturas
académicas vigentes del ACUERDO 592, realizadas por docentes, directivos y supervisores,
desde su mirada, experiencia y realidad contextual, por lo que resultan propuestas muy
significativas que se suman a las opciones de apoyo a las actividades previas al inicio del
ciclo escolar para los colectivos docentes y consejos técnicos escolares.

Secretaría de educación
SUBSECRETARÍA DE EDUCACIÓN BÁSICA
DIRECCIÓN DE FORMACIÓN CONTINUA Y ACTUALIZACIÓN DOCENTE
ÍNDICE
Asignatura Página
Español II 185 días 4
Español II 195 días 7
Español III 185 días 10
Inglés II 14
Inglés III 39
Matemáticas II 185 días 63
Matemáticas II 195 días 69
Matemáticas III 185 días 75
Matemáticas III 195 días 80
Ciencias II Física 195 días 85
Ciencias III Química 195 días 96
Historia I 195 días 105
Historia II 195 días 110
F. Cívica y Ética I 195 días 115
F. Cívica y Ética II 195 días 123
3

ESPAÑOL II
SEGUNDO GRADO 185 días
Trimestre Práctica Social del Lenguaje Ámbito Sesiones Fecha
1°
Evaluación diagnóstica
5 20 al 24 de
agosto
Analizar y comparar
información sobre un tema
para escribir artículos.
Estudio 13 27 agosto al
12 de
septiembre
del 20 de
agosto
Analizar y comentar cuentos
de la narrativa
latinoamericana.
Literatura 11 13 al 27 de
septiembre
al 16 de
noviembre
Analizar documentos sobre los
derechos humanos.
Participación
Social
11 Del 1 al 15
de octubre
Participar en mesas redondas. Estudio 11 16 al 31 de
octubre
Escribir variantes de aspectos
de un mismo cuento.
Literatura 11 Del 1° al 15
de noviembre
Evaluación 20 al 23 de
noviembre
Entrega de reporte de
evaluación
26 al 29 de
Noviembre
Las semanas de
evaluación y entrega de
Reportes de Evaluación
contienen un margen de
días para retroalimentar,
fortalecer contenidos o
desarrollar las Actividades
Permanentes distribuidas
entre un proyecto y otro
20 al 29 de
noviembre
4

2° Investigar sobre las variantes
léxicas y culturales de los
pueblos hispanohablantes.
Participación
Social
12 Del 3 al 18 de
diciembre
Trimestre Elaborar ensayos literarios
sobre temas de interés de la
literatura.
Estudio 10 Del 7 al 18 de
enero
Del 3 de
diciembre
Escribir la biografía de un
personaje.
Literatura 8 Del 21 al 31 de
enero
Al 15 de marzo Analizar y elaborar caricaturas
periodísticas.
Participación
Social
10 Del 1 al 15 de
febrero
Elaborar reportes de entrevista
como documentos de apoyo
al estudio.
Estudio 10 Del 18 de
febrero al 4
de marzo
Reseñar una novela para
promover su lectura.
Literatura 9 Del 5 al 15 de
marzo
Evaluación 19 al 22 de
marzo
evaluación
25 al 29 de
marzo
*Las semanas de evaluación y
entrega de Reportes de
Evaluación contienen un
margen de días para
retroalimentar, fortalecer
contenidos o desarrollar las
Actividades Permanentes
distribuidas entre un proyecto
y otro
19 al 29 de
marzo
5

3er.
Trimestre
Leer y escribir reportajes para
su publicación.
Participación
Social
9 Del 1° al 12
de abril
Del 1° de abril Realizar una crónica de un
suceso.
Literatura 13 Del 29 de
abril al 17 de
mayo
Al 7 de junio Elaborar una carta poder. Participación
Social
14 Del 20 de
mayo al 7 de
junio
Evaluación Del 10 al 13
de junio
evaluación
Del 17 al 21
de junio
Evaluación contienen un
distribuidas entre un proyecto
y otro.
Del 10 al 21
de junio
6

ESPAÑOL II
SEGUNDO GRADO 195 días
Trimestre Práctica Social del
Lenguaje
Ámbito Sesiones Fecha
1°
EVALUACIÓN
DIAGNÓSTICA
5 20 al 24
de agosto
Analizar y comparar
información sobre un tema
para escribir artículos.
Estudio 13 27 agosto
al 12 de
septiembre
del 20 de
agosto
Analizar y comentar cuentos
de la narrativa
latinoamericana.
Literatura 10 13 al 27
de
septiembre
al 16 de
noviembre
Analizar documentos sobre
los derechos humanos.
Participación
Social
12 Del 1 al
15 de
octubre
Participar en mesas
redondas.
Estudio 8 16 al 25
de octubre
Escribir variantes de
aspectos de un mismo
cuento.
Literatura 14 Del 29
octubre al
16 de
noviembre
EVALUACIÓN 20 al 23
de
noviembre
ENTREGA DE REPORTE DE
EVALUACIÓN
26 al 29
de
Noviembre
Las semanas de
Reportes de Evaluación,
contienen un margen de
desarrollar las
Actividades
Permanentes
distribuidas entre un
proyecto y otro.
20 al 29
de
noviembre
7

Lenguaje
2° Investigar sobre las variantes
léxicas y culturales de los
pueblos hispanohablantes.
Participación
Social
12 Del 3 al
18 de
diciembre
Trimestre Elaborar ensayos literarios
sobre temas de interés de la
literatura.
Estudio 15 Del 7 al
28 de
enero
Del 3 de
diciembre
Escribir la biografía de un
personaje.
enero al
12 de
febrero
Al 19 de marzo Analizar y elaborar
caricaturas periodísticas.
Participación
Social
14 Del 13 de
febrero al
5 de
marzo
Elaborar reportes de
entrevista como documentos
de apoyo al estudio.
Estudio 10 Del 6 al
19 de
marzo
de marzo
EVALUACIÓN
25 al 29
de marzo
*Las semanas de evaluación
y entrega de Reportes de
Evaluación, contienen un
proyecto y otro
20 al 29
de marzo
8

Lenguaje
3er. Reseñar una novela para
promover su lectura.
Literatura 9 Del 1 al 12
de abril
Trimestre Leer y escribir reportajes
para su publicación.
Participación
Social
9 Del 29 de
abril al 10 de
mayo
Del 1° de abril Realizar una crónica de un
suceso.
de mayo
Al 18 de junio Elaborar una carta poder. Participación
Social
12 Del 31 de
mayo al 18
de junio
EVALUACIÓN Del 19 al 21
de junio
EVALUACIÓN
Del 1° al 4
de julio
Evaluación, contienen un
proyecto y otro.
Del 19 de
junio al 4 de
julio
9

ESPAÑOL III
TERCER GRADO 185 días
1°
EVALUACIÓN DIAGNÓSTICA
5 20 al 24 de
agosto
Elaborar un ensayo sobre un
tema de interés
Estudio 8 27 agosto al
5 de
septiembre
del 20 de agosto Estudiar las manifestaciones
poéticas en un movimiento
literario..
de
septiembre
al 16 de
noviembre
Analizar el efecto de los
mensajes publicitarios a través
de encuestas.
Participación
Social
12 Del 24 de
septiembre
al 10 de
octubre
Participar en panel de
discusión sobre un tema
investigado previamente.
Estudio 11 11 al 25 de
octubre
Elaborar y prologar antologías
de textos literarios..
octubre al
16 de
noviembre
EVALUACIÓN 20 al 23 de
noviembre
EVALUACIÓN
26 al 29 de
Noviembre
Las semanas de
Reportes de Evaluación,
contiene un margen de
Permanentes distribuidas
entre un proyecto y otro
20 al 29 de
noviembre
10

ESPAÑOL III
TERCER GRADO 195 días
1°
EVALUACIÓN DIAGNÓSTICA
5 20 al 24
de agosto
Elaborar un ensayo sobre un
tema de interés
Estudio 8 27 agosto
al 5 de
septiembre
del 20 de
agosto
Estudiar las manifestaciones
poéticas en un movimiento
literario..
de
septiembre
al 16 de
noviembre
Analizar el efecto de los
mensajes publicitarios a través
de encuestas.
Participación
Social
12 Del 24 de
septiembre
al 10 de
octubre
Participar en panel de
discusión sobre un tema
investigado previamente.
Estudio 11 11 al 25
de octubre
Elaborar y prologar antologías
de textos literarios..
octubre al
16 de
noviembre
de
noviembre
EVALUACIÓN
26 al 29
de
Noviembre
Las semanas de evaluación
Evaluación, contiene un
proyecto y otro.
20 al 29
de
noviembre
2° Análisis de diversos formularios
para su llenado.
Participación
Social
12 Del 3 al 18
de
diciembre
Trimestre Elabora informes sobre
experimentos científicos..
Estudio 10 Del 7 al 18
de enero
Del 3 de
diciembre
Analizar obras literarias del
Renacimiento para conocer las
enero al 5
11

características de la época.. de febrero
Al 15 de marzo Realizar un programa de radio
sobre distintas culturas del
mundo.
Participación
Social
17 Del 6 al 28
de febrero
Elaborar mapas conceptuales
para la lectura valorativa.
Estudio 10 Del 4 al 15
de marzo
de marzo
EVALUACIÓN
25 al 29 de
marzo
Evaluación contiene un margen
de días para retroalimentar,
Permanentes distribuidas entre
un proyecto y otro
19 al 29 de
marzo
3er. Lectura dramatizada de una obra
de teatro.
de abril
Trimestre Elaborar una historieta para su
difusión..
Participación
Social
9 Del 29 de
abril al 10
de mayo
Del 1° de abril Elaborar un anuario que integre
autobiografías..
de mayo
Al 18 de junio Escribir artículos de opinión para
su difusión.
Participación
Social
12 Del 31 de
mayo al 18
de junio
de junio
EVALUACIÓN
Del 1° al 4
de julio
Evaluación contiene un margen
de días para retroalimentar,
Permanentes distribuidas entre
un proyecto y otro.
Del 19 al 4
de julio
12

3er. Lectura dramatizada de una
obra de teatro.
de abril
Trimestre Elaborar una historieta para
su difusión..
Participación
Social
9 Del 29 de
abril al 10
de mayo
Del 1° de abril Elaborar un anuario que
integre autobiografías..
Literatura 12 Del 13 al
30 de mayo
Al 18 de junio Escribir artículos de opinión
para su difusión.
Participación
Social
12 Del 31 de
mayo al
18 de junio
EVALUACIÓN Del 19 al
21 de junio
EVALUACIÓN
Del 1° al 4
de julio
Evaluación contiene un
proyecto y otro.
Del 19 al 4
de julio
13

SEGUNDA LENGUA: INGLÉS II SEGUNDO GRADO
TRIMESTRE PROJECTS ACHIEVEMENTS SOCIAL
PRACTICE
OF THE
LANGUAGE
PRIMERO
(Del comienzo
del ciclo escolar,
hasta el final del
mes de Nov.)
1ª.- Goods Catalogue. 1.- Anticipates the general meaning
and main ideas by listening to
familiar expressions.
2.-.Identifies main ideas in oral
exchanges.
3.- Searches for confirmation in an
oral exchange.
4.- Produces expressions to argue
or object.
5.- Adjusts tone, rhythm, and
intonation in producing oral texts.
Understand
and express
information
related to
goods and
services.
1b.- Comic strip. 1.- Uses strategies to support the
understanding of narratives.
2.-Anticipates the general meaning
and main ideas from details.
3.-Distinguishes explicit from
implicit information.
4.- Formulates and answers
questions to distinguish and verify
specific information.
5.-Describes characteristics and
abilities.
Read and
understand
different
types of
literary texts
from English-
speaking
countries.
2a.- Instruction manual
to face an
environmental
emergency.
1.-Clarifies the meaning of
unknown terms in order to broaden
and refine vocabulary.
2.- Understands and points out the
order of components, useful
information and main ideas of an
emergency manual.
3.- Writes and classifies sentences
in order to create sequences of
instructions.
4.- Removes, add and/or changes
information to edit an instruction
manual.
Understand
and write
instructions.
14

SEGUNDO
(Del comienzo
del mes de Dic.
hasta el final del
mes de marzo)
2b.- Script for the
dubbing of a silent
short film.
1.- Anticipates the general meaning
and main ideas from previous
knowledge and non-verbal
language.
2.- Writes expressions to produce
oral exchanges.
3.- Exemplifies main ideas in an oral
exchange.
4.- Rephrases expressions
produced during an oral exchange.
Interpret and
express
information
published in
diverse
media.
3a.- Hangman game. 1.- Identifies the stress of specific
sentence parts.
2.- Reads and writes sentences to
practice rhythm, intonation, and
stress.
3.-Contrasts the stress of words,
both on their own and within
sentences
Participate in
language
games to
work with
specific
linguistic
aspects.
3b.- Poster about the
operation of a machine
or device.
1.-Selects and paraphrases
sentences.
2.- Organizes and links main ideas
and the information explaining
them, in a diagram.
3.- Rewrites sentences in order to
give explanations.
Read and
rewrite
informative
texts from a
particular
field.
4a.- Autobiographical
anecdote.
1.- Seeks confirmation.
2.-Enunciates personal experiences
spontaneously.
3.- Organizes sentences in a
sequence.
4.- Adapts verbal and nonverbal
patterns of behavior for a specific
audience.
5.- Anticipates the general meaning
and main ideas to keep a
conversation going.
6.-Uses direct and indirect speech
to share personal experiences.
Understand
and produce
oral
exchanges
related to
leisure
situations
TERCERO
(Del comienzo
del mes de abril,
hasta el final del
4b.- Comparative chart 1.- Distinguishes between
examples and explanations from
main ideas.
2.- Formulates and answers
Understand
and express
differences
and
15

ciclo escolar) questions about literary essays.
3.- Compares information using
antonyms.
4.- Writes sentences to describe
cultural aspects.
similarities
between
cultural
aspects
from Mexico
and English-
speaking
countries
5ª.- Round table 1.- Uses various strategies to point
out information.
2.- Selects and organizes
information to write sentences with
personal opinions.
3.- Writes paragraphs that express
individual points of view.
4.- Solves doubts and offers
feedback to edit points of view
Produce
texts to
participate in
academic
events
5b.- Poster with
instructions to perform
an everyday activity.
1.-Adjusts volume, intonation, and
tone to emphasize or alter
instructions.
2.- Understands and requests
instructions to perform an activity.
3.- Writes sequences of enunciation
to give instructions.
4.- Uses linguistic resources to
ensure the understanding of
instructions.
5.- Produces instructions
spontaneously
Interpret and
express
everyday life
instructions
16

DOSIFICACIÓN DE TEMAS
INGLÉS
2° GRADO
NIVEL: SECUNDARIA
PRIMERO TRIMESTRE
I.1 Social Practice of the language:
Understand and express information related to goods
and services
Environment:
Familiar and community
Specific Competency: Offer and understand suggestions in order to buy or sell a
product
Achievements:
• Anticipates the general meaning and main ideas by listening to familiar expressions.
• Identifies main ideas in oral exchanges.
• Searches for confirmation in an oral exchange.
• Produces expressions to argue or object.
• Adjusts tone, rhythm, and intonation in producing oral texts.
PRODUCT: Goods Catalogue
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING
THROUGH THE
LANGUAGE
Listen to and check suggestions
to buy or sell a product (e.g.,
clothing,
toys, appliances, etc.).
• Identify topic and purpose.
• Identify sounds that reveal the
location where a dialogue takes
place.
• Identify the relationship
between speakers.
• Detect rhythm, tone, speed,
and intonation.
Understand the general
meaning and main ideas.
• Activate previous knowledge
to anticipate the general
meaning and
main ideas.
• Identify terms that are similar
to those in the mother tongue.
• Identify ways to express
suggestions.
• Determine linguistic resources
to link sentences together.
• Topic, purpose, and intended
audience.
• Contextual clues.
• Structure of dialogues.
• Repertoire of words necessary
for this social practice of the
language.
• Verbs: modals.
• Verb forms: subjunctive.
• Acoustic features.
• Connectors.
• Adjectives: qualifying,
comparative, and compound.
• Comparative structures (e.g.,
as…as…; like; more slowly, less
quickly;
the least…, the quickest).
• Adverbs: of degree (e.g., very,
too, and rather).
• Sentence types.
• Show
assertiveness when
making decisions.
• Foster courtesy in
interpersonal
relationships.
17

• Detect expressions to argue or
object.
• Identify function of pauses,
rhythm, and intonation.
• Identify strategies to
emphasize meaning (e.g.,
rephrasing, and adjusting
volume/speed).
• Formulate questions and
answers to understand a
dialogue.
• Determine sequence of
enunciation.
Express suggestions in a
dialogue, based on a script.
• Produce expressions to argue
or object to the purchase or
selling of products.
• Select and adjust verbal and
non-verbal behaviors for a
specific audience.
• Include relevant details and
interesting information
• Use linguistic resources to link
sentences.
• Use strategies to emphasize
meaning.
• Construct expressions to offer
alternatives to suggestions.
• Take on the role of the
speaker to start a dialogue.
• Seek confirmation of
information in a dialogue.
18

A C T I V I T I E S
OPENING DEVELOPE CLOSING
Select the goods to be included
in the catalogue.
–Design the catalogue format
and illustrate its products.
–Write suggestions about the
products included in the
catalogue.
–Check that the suggestions
comply with grammar, spelling
and punctuation conventions.
–Practice the enunciation of
suggestions, using the catalogue
as a guide.
–Present the
catalogue to a
previously selected
audience.
19

I.2 Social Practice of the language:
Read and understand different types of literary texts from
English-speaking countries
Environment: Literary and ludic
Specific Competency: Read fantasy literature and describe characters
Achievements:
• Uses strategies to support the understanding of narratives.
• Anticipates the general meaning and main ideas from details.
• Distinguishes explicit from implicit information.
• Formulates and answers questions to distinguish and verify specific information.
• Describes characteristics and abilities.
PRODUCT: Comic strip
DOING WITH THE LANGUAGE KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
Select and explore fantasy narratives.
• Identify textual arrangement.
• Identify publishing data.
• Activate previous knowledge to
determine topic, purpose, and intended
audience. Read fantasy narratives and
understand the general meaning, main
ideas, and some details.
• Use different comprehension strategies
(e.g., re-reading, self questioning,
vocabulary, text arrangement, etc.).
• Clarify meaning of words.
• Identify actions used as names or as
characteristics/qualities (e.g., flying on a
broomstick was wonderful; He carries a
lighted candle).
• Distinguish implicit from explicit
information.
• Recognize events in paragraphs.
• Detect words and expressions used to
describe
physical features of characters.
• Formulate and answer questions to
characters’ actions and abilities.
Describe characters.
• Express personal reactions to a text
(e.g., I didn´t like…).
• Listen to others’ opinions to identify
audience.
• Colophon: publishing house,
year, location, etc.
• Elements: characters, events,
narrator, etc.
• Patterns of textual
arrangement.
• Repertoire of words
necessary for this social
practice of the language.
• Adjectives and adverbs of
time.
• Verb tenses: present and
past perfect.
• Verb forms: gerund and past
participle.
• Conditionals.
• Direct and indirect speech.
• Homophones (e.g.,
peace/piece and bear/bare).
• Differences between British
and variants.
• Acknowledge creativity
and imagination in
perception of reality.
• Enjoy reading.
1° TRIMESTRE
20

different interpretations.
• Complete sentences based on
characters’ actions and abilities.
• Write sentences based on one or more
abilities of characters.
• Complete sentences with verb forms
used as names or as
characteristics/qualities, using
conventional writing.
• Put sentences into paragraphs.
• Describe physical characteristics,
abilities, and actions to discover
characters.
21

A C T I V I T I E S
–Select and read a fantasy narrative.
–Determine the episode/s to be included in
the comic strip.
–Design the format for the
comic strip, defining spaces for
dialogues and descriptions.
–Adjust the information to write
the dialogues.
–Write brief descriptions for the
characters and
The events.
–Check that the writing of
dialogues and
Descriptions comply with
grammar, spelling and
Punctuation conventions.
–Incorporate the dialogues and
descriptions in the
corresponding spaces of the
comic book and illustrate them.
–Rehearse the dramatized
reading of comic books
To check understanding.
–Perform a dramatized
reading of the comic book.
22

1.3 Social Practice of the language:
Understand and write instructions
Environment:
Academic and educational
(Reading)
Specific Competency: Understand and write instructions to face an environmental
emergency
Achievements:
• Understands and points out the order of components, useful information and main ideas of
an emergency manual.
• Writes and classifies sentences in order to create sequences of instructions.
• Removes, add and/or changes information to edit an instruction manual.
PRODUCT: INSTRUCTION MANUAL TO FACE AN ENVIRONMENTAL EMERGENCY
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Read and understand
instructions to face
an environmental
emergency
• Recognize steps and the
descriptions that
explain or exemplify them
• Draw instructions to confirm
understanding.
 Write instructions to
make a manual for
environmental
emergencies.
• Enlist words that determine
the sequence of steps (e.g.,
first and second).
• Arrange steps in a
sequence.
 Edit instruction
manuals for
environmental
emergencies.
• Verify the order in sentence
sequences.
• Remove, add and/or change
information to improve a text.
• Write a final version.
• Graphic and textual
components.
• Prepositions (e.g., by, about,
for, in, and into) and
prepositional phrases (e.g.,
at the end of, in front of).
• Use language to prevent
and face problems.
• Take decisions to protect
and safeguard physical
integrity.
• Act in a supportive and
responsible way with the
group and the community.
23

A C T I V I T I E S
1. Read different kind of
instruction manuals.
1. Read emergency
instruction manuals.
2. Choose an
environmental
emergency and look for
information on how to
face it.
3. Write instructions on
how to face an
environmental
emergency.
4. Order the sequence of
instructions and
illustrate them.
5. Edit the instructions to
write the final version of
the instruction manual.
6. Agree on a design to
display the instruction
manuals in a bulletin
board.
7. Set up a bulletin board
to disseminate the
manuals among the
school community.
1. By team make an
instruction manual to face
an environmental
emergency.
24

PRIMER TRIMESTRE
Interpret and express information published in
diverse media
Environment:
(oral and listening)
Specific Competency: Write dialogues and interventions for a silent short film
Achievements:
• Writes expressions to produce oral exchanges.
• Exemplifies main ideas in an oral exchange.
PRODUCT: SCRIPT FOR THE DUBBING OF A SILENT SHORT FILM
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Explore a silent film.
• Identify different characters.
• Identify non-verbal language.
• Identify the relationship
between settings, actions, and
sound effects.
• Determine the intention of
actions (e.g., funny,
melodramatic, tragic,etc.).
 Understand the
general meaning and
main ideas.
• Establish genre (e.g.,
comedy, melodrama,
and suspense).
• Produce dialogues
and interventions for a
silent short film.
• Use linguistic resources to
link sentences together (e.g.,
since, before, as, so that, etc.)
and/or rephrase expressions.
• Genre, topic, purpose,
and intended audience.
• Non-verbal language.
• Adverbs (first, then, after that
etc.)-
• Value cinema as a means
to reflect emotions and
experiences of people and
their culture.
25

A C T I V I T I E S
1. Watch some silent
short film. (Charles
Chaplin )
1. Select a silent short
film.
2. Watch the scenes and
choose one.
3. Suggest and write
dialogues and/or
interventions for each
character.
4. Organize dialogues
and/or interventions for
the scene.
5. Check that structure of
dialogues and
interventions comply
with grammar, spelling
and punctuation
conventions.
6. Put together a script
which contains
dialogues and/or
interventions
corresponding to the
short film scene.
7. Associate the writing
with dialogues and/or
interventions.
8. Practice the reading
aloud of the script.
1. After select a
silent short film
perform the
dubbing.
26

SEGUNDO TRIMESTRE
PARTICIPATE IN LANGUAGE GAMES TO WORK
WITH
SPECIFIC LINGUISTIC ASPECTS
Environment:
LITERARY AND LUDIC
Specific Competency: PARTICIPATE IN LANGUAGE GAMES IN ORDER TO IDENTIFY
SENTENCE RHYTHM, STRESS, AND INTONATION
Achievements:
• IDENTIFIES THE STRESS OF SPECIFIC SENTENCE PARTS.
• READS AND WRITES SENTENCES TO PRACTICE RHYTHM, INTONATION, AND STRESS.
• CONTRASTS THE STRESS OF WORDS, BOTH ON THEIR OWN AND WITHIN SENTENCES.
PRODUCT: HANGMAN GAME
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Use the Hangman game
with predetermined
sentences to practice
their rhythm, stress and
intonation.
• Determine the elements that
make up the language game.
• Define the number of words
used in each sentence.
• Identify participants and the
role they play (e.g., coordinator,
players, etc.).
• Determine the number of
players and their turns of
participation.
• Identify steps taken by a
player and detect the sequence.
 Understand rhythm,
stress, and intonation
characteristics in words
and sentences involved
in the game.
• Read a list of sentences
aloud.
• Identify rhythm, stress, and
intonation in sentences.
• Read sentences aloud to
practice rhythm, stress, and
intonation.
audience.
components.
• Composition of expressions:
grammatical components of
expressions and statements.
• Conventional writing of words.
• Punctuation: apostrophe.
• Upper and lower case letters.
• Diphthongs (e.g., oi, ou, and
au).
• Use language to foster the
enjoyment of schoolwork.
• Participate in activities of
common interest among
students.
• Compete with effort and
respect.
27

 Write sentences to
participate in language
games.
• Suggest and complete
sentences.
• Write sentences.
• Break up sentences to
observe the difference in
word stress when words are
isolated and when they are in a
sentence.
• Dictate sentences
A C T I V I T I E S
1. Establish rules for the
Hangman game using
sentences.
1 Determine number of
teams, players, turns of
participation.
2. Propose and select,
secretly within each
team, a list of sentences
with different rhythms,
intonations, stress, and
With/without
contractions.
3. Write the sentences.
4. Revise that sentences
comply with grammar,
spelling, and punctuation
conventions.
5. Read the sentences
aloud at the end of each
round to practice their
rhythm,
stress, and intonation
1. Play Hangman.
28

2 TRIMESTRE
READ AND REWRITE INFORMATIVE TEXTS FROM A
PARTICULAR FIELD
Environment:
ACADEMIC AND EDUCATIONAL
Specific Competency: REWRITE INFORMATION TO EXPLAIN HOW A MACHINE OR DEVICE WORKS
Achievements:
• ORGANIZES AND LINKS MAIN IDEAS AND THE INFORMATION EXPLAINING THEM, IN A DIAGRAM.
• REWRITES SENTENCES IN ORDER TO GIVE EXPLANATIONS.
PRODUCT: POSTER ABOUT THE OPERATION OF A MACHINE OR DEVICE
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Select and check materials or books
that contain illustrations of the
operation process of machines or
devices.
• Reflect on the use of images and/or
illustrations.
 Read and understand information that
explains how a machine or a device
works.
• Select information from various sources.
• Clarify technical terms.
• Identify graphic resources used to explain
operation of a machine or device.
 Write information to explain how a
machine or a device works.
• Select information to explain how things
work.
• Complete a flow chart with notes that main
ideas.
 Edit texts.
• Read to check spelling and conventions.
• Verify the sequence of sentences.
• Add, remove and/or change information.
• Adjust language according to intended
audience and purpose.Write a final version.
• Textual and graphic
components.
necessary for this
• Comparatives and
superlatives.
• Modal verbs.
• Connectors.
• Phrasal verbs.
• Adverbs.
• Syntactic features of
English: split infinitive [
word(s) + verb].
• Differences between
British and American
variants.
• Punctuation.
• Show interest in accessing
scientific technological
information.
• Appreciate the usefulness,
benefits and risks scientific
and technologic progress.
• Promote feedback as a
fundamental aspect of learning
process.
29

A C T I V I T I E S
1 Choose a machine or
device.
1 Search and select
information from
Various sources.
2. Write explanations
about its operation.
3. Add illustrations to the
explanations.
4. Edit the explanations
and write a clean copy
on a poster.
1 Ask for permission to display
the posters in different places of
the school.
30

2 TRIMESTRE
Understand and produce oral exchanges to
leisure situations.
Environment:
Familiar and comunity
Specific Competency: Share personal experiences in a conversation.
Achievements:
• Enunciates personal experiences spontaneously.
• Organizes sentences in a sequence.
• Uses direct and indirect speech to share personal experiences.
PRODUCT: Autobiographical anecdote.
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
Listen to and explore a
conversation about personal
experiences.
A) Detect rhythm, speed and
intonation.
B) Share personal experiences
in a conversation.
C) Write sentences to share
personal experiences.
D) Express personal
experiences spontaneously.
E) Express personal
experiences using direct and
indirect speech.
Adverbs of time
Direct and indirect speech
Form of communication
Connectors
Verbs modals and causative
Repertoire of words necessary
for this practice of the
language.
Collaborate and communicate
successfully with the speaker.
Value language as means for
sharing common experiences.
31

A C T I V I T I E S
1. Paste pictures on the
board to elicit
information
2. Talk about personal
experiences
1. Write sentences to
express personal
experiences.
2. Use adverbs of frequency
describing schedules.
3. Unscramble sentences
and put them in order by
a sequence.
4. Worksheets adverbs of
time.
5. Write a text describing an
important event.
1. Have a conversation about
anecdotes.
2. Presentation about personal
experiences.
32

2 TRIMESTRE
Understand and express differences and
similarities between cultural aspects from Mexico
and English-speaking countries
Environment:
Literary and ludic
Specific Competency: Read short literary essays in order to compare cultural aspects from English-
speaking countries and Mexico
Achievements:
• Distinguishes between examples and explanations from main ideas.
• Formulates and answers questions about literary essays.
• Compares information using antonyms.
• Writes sentences to describe cultural aspects.
PRODUCT: Comparative chart
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Check short literary
essays.
Select texts based on their
index.
• Identify textual organization.
• Identify publishing data.
• Determine topic, purpose,
• Establish links between
familiar and foreign cultural
aspects.
 Understand the
general meaning, main
ideas, and some
details in a short
literary essay.
• Read short literary essays
about a cultural aspect.
• Use different comprehension
strategies.
• Formulate and answer
questions.
• Identify sentences used to
describe a cultural aspect.
• Distinguish between
examples and explanations
from main ideas.
• Compare cultural aspects.
• Topic, purpose, and
audience.
• Textual and graphics
components.
arrangement.
• Key words.
• Sentence type.
• Antonyms.
• Verb tenses: progressive
forms, past, and present.
• Adjectives, adverbs and
nouns.
• Punctuation.
• Homophones.
• Upper and lower-case
letters.
• Acknowledge and respect
differences between cultures.
• Appreciate cultural expressions
particular to different countries.
• Develop flexibility and value
differences among people and
cultures.
33

 Describe and compare
cultural aspects.
• Enlist characteristics of a
cultural aspect.
• Propose titles for a
description.
• Write sentences to describe
cultural aspects.
• Arrange sentences in
paragraphs.
A C T I V I T I E S
• Select a cultural aspect
to compare between an
English-speaking country
and Mexico.
• Choose information
about the selected
cultural aspect for both
countries.
1. Consult different literary
essays and other sources
to get information about
the selected cultural
aspect.
2. Compare differences and
similarities about the
cultural aspect from the
selected information.
3. Rewrite the information to
complete the
comparative chart.
4. Make a comparative
chart and include the
information.
5. Check that writing is
complete and complies
with grammar, spelling,
and punctuation
conventions.
• Display the comparative chart
in an exhibition.
34

3 TRIMESTRE
3.1 Social Practice of the language: Produce
texts to participate in academic events.
Environment:
Specific Competency: Write points of view to participate in a round table
Achievements:
• Uses various strategies to point out information.
• Selects and organizes information to write sentences with personal opinions.
• Writes paragraphs that express individual points of view.
• Solves doubts and offers feedback to edit points of view.
PRODUCT: ROUND TABLE.
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Check a Civic and
Ethical topic.
• Select texts about a topic of
Civics and Ethics from various
sources.
• Identify purpose and
intended audience.
• Predict topic.
 Understand the
general meaning and
main ideas.
• Select information that
supports a personal point of
view.
• Contrast personal points of
view with main ideas of a text.
• Identify synonyms used by
the author to express the
same main idea.
• Establish connections
between personal points
of view and information that
broadens, exemplifies and/or
explains them.
• Use strategies to point out
information in accordance with
personal points of view.
 Write points of view
about a Civic or Ethical
topic to participate in a
round table, with the
teacher’s guidance.
intended audience.
components.
arrangement.
• Synonyms.
• Connectors.
• Conditionals.
• Punctuation.
• Suffixes and prefixes.
• Digraphs.
• Learn to live in a community.
• Promote respect towards others’
opinions.
• Foster cooperation when working
in teams.
35

• Organize main ideas of a
text on a graph and contrast
them with a personal opinion.
• Rewrite main ideas to write
opinions using synonyms.
• Complete sentences to write
personal opinions.
• Write simple and complex
sentences based on personal
opinions.
• Broaden or emphasize ideas
using linguistic resources.
• Write a paragraph that
expresses points of view.
 Edit points of view.
• Read to check punctuation
and spelling conventions.
• Solve doubts and provide
feedback.
A C T I V I T I E S
• Choose a Civic and
Ethical topic to
participate in a round
table.
• Read texts from various
resources.
• Contrast different personal
points of view with
information from the text.
• Write personal points of
view.
• Edit personal points of view
and make a clean version
in a notebook or a card.
• Organize turns and times
of participation.
• Decide the place and date
the round table of each
team will take place.
• Read the points of view to
participate in the round table.
36

3 TRIMESTRE
Interpret and express everyday life instructions
Environment:
Specific Competency: Understand and give instructions to perform everyday life activities
Achievements:
Adjusts volume, intonation, and tone to emphasize or alter instructions.
• Understands and requests instructions to perform an activity.
• Writes sequences of enunciation to give instructions.
• Uses linguistic resources to ensure the understanding of instructions.
• Produces instructions spontaneously.
PRODUCT: Poster with instructions to perform an everyday activity
LANGUAGE
BEING THROUGH THE
LANGUAGE
• Listen to and explore
instructions to perform
everyday life activities.
• Identify topic, purpose, and
intended audience.
• Recognize moods from non-
verbal language.
• Distinguish speakers’ attitudes
and turns of participation.
• Detect volume, tone, rhythm,
speed, and intonation.
• Listen and understand the
general meaning, main
ideas, and some details
regarding instructions.
• Recognize words that link ideas
together.
enunciation.
• Identify words and expressions
that express orders.
• Provide instructions to
carry out everyday activities.
• Write sentences to give
instructions.
• Organize sentences into a
sequence.
intended audience.
• Determiners: quantifiers
(e.g., some, any, and few),
articles (a, an, and the).
• Nouns: countable and
uncountable.
• Modal verbs and adverbs of
manner.
• Verb form: imperative.
• Connectors.
• Prepositions.
• Lexical differences between
British and American variants.
• Use language to plan and organize.
• Transmit respect and courtesy
when giving orders and instructions.
• Examine the need to follow
instructions.
37

• Formulate questions to clarify
doubts and broaden information.
• Use non-verbal language.
• Use strategies to emphasize,
modify, and negotiate meaning.
• Ask for instructions to carry out
activities.
• Give instructions spontaneously.
• Paraphrase instructions to
confirm understanding.
A C T I V I T I E S
• Select an everyday activity. • Prepare instructions for
the selected activity.
• Write the instructions.
• Check that instructions are
understood when said and
heard.
• Practice the enunciation of
instructions.
• Display the poster on a visible
place to use it whenever it is
necessary to give and receive
instructions.
38

SEGUNDA LENGUA: INGLÉS III
TERCER GRADO
TRIMESTRE PROJECTS ACHIEVEMENTS SOCIAL PRACTICE OF
THE LANGUAGE
PRIMERO
(Del comienzo del
ciclo escolar,
hasta el final del
mes de Nov.)
1ª.- Telephonic
complaint voice mail
• Establishes the
motive or reason for a
complaint.
• Infers the general
meaning from explicit
information.
• Distinguishes
between main ideas and
some details.
• Uses strategies to
influence on meaning.
understand and express
information related to goods
and services
1b.- Emotionary
(Inventory of
emotions).
Uses various
strategies to understand
narratives.
• Infers the general
meaning and main ideas
from details.
• Formulates and
answers questions in order
to infer information.
• Writes opinions
regarding moods.
• Organizes
paragraphs in order to
create texts.
read and understand
different types of literary
texts from English-speaking
countries
2a.- Set of instructions
album.
• Understands and
interprets order and
sequence of instruction
elements to perform an
experiment.
• Writes and
classifies simple and
complex sentences in
order to create instruction
sequences.
• Removes, add,
changes and/or rearranges
information to edit a set of
instructions
understand and write
instructions
39

SEGUNDO
(Del comienzo del
mes de Dic. hasta
el final del mes de
marzo)
2b.- Oral presentation. • Anticipates main
ideas and the information
that explains or supports
them.
• Clarifies the
meaning of some words.
• Formulates and
answers questions to share
emotions and reactions.
• Explains main ideas
through an oral exchange.
Interpret and express
information published in
diverse media.
3a.- Memory Game. • Compares
sentences with and without
irregular verb forms.
• Classifies
sentences according to
their verb tense.
• Uses perfect tenses
and simple past in
sentences and texts.
• Writes and dictates
sentences with irregular
verb tenses.
Participate in language
games to work with specific
linguistic aspects
3b.- Report of
historical events
• Formulates
questions in order to
distinguish between main
and secondary ideas.
• Writes simple and
complex sentences.
• Links sentences
together in order to make
paragraphs.
• Writes a short
report, based on a model.
• Checks spelling
conventions and adjusts
language according to
intended audience and
purpose, to edit reports
Read and rewrite informative
texts from a particular field
40

4a.- Testimony. • Determines the
function of pauses, rhythm,
and intonation.
• Negotiates
meaning.
• Rephrases ideas.
• Uses strategies to
restore a failed
conversation.
• Anticipates general
sense, main ideas, and
some details in order to
produce an oral text.
Understand and produce
oral exchanges related to
leisure situations
TERCERO
(Del comienzo del
mes de abril, hasta
el final del ciclo
escolar)
4b.- Performance of a
short play.
• Uses various
comprehension strategies.
• Formulates and
answers questions about
the attitude and behavior of
characters.
• Links non-verbal
communication to the
dialogue’s sense.
• Reads short plays.
Understand and express
differences and similarities
between cultural aspects
from Mexico and English-
speaking countries
5ª.- Debate. • Detects and
establishes links between a
personal stance and
information which agrees
or disagrees with it.
• Emphasizes or
clarifies agreements and/or
disagreements.
• Writes short texts
which express agreement
or disagreement.
• Solves doubts and
encourages feedback in
order to edit agreements
and/or disagreements.
Produce texts to participate
in academic events
41

5b.- Activity Schedule. • Adjusts volume,
intonation, and tone to
emphasize or clarify
instructions.
• Offers explanations
to clarify instructions.
• Rephrases
instructions to confirm
understanding.
• Writes instructions.
• Appraises the
pertinence of following
instructions or not.
interpret and express
everyday life instructions
42

INGLÉS
3° GRADO
NIVEL: SECUNDARIA
1° TRIMESTRE
Understand and express information related to goods
and services
Environment:
Specific Competency: Express oral complaints about a health service
Achievements:
• Establishes the motive or reason for a complaint.
• Infers the general meaning from explicit information.
• Distinguishes between main ideas and some details.
• Uses strategies to influence on meaning.
PRODUCT: Telephonic Complaint Voice Mail
LANGUAGE
BEING THROUGH THE
LANGUAGE
Listen to and explore
complaints about a health
service.
• Identify topic and purpose.
• Establish form of
communication.
• Determine place or addressee
for a complaint.
• Distinguish attitudes of
speakers.
• Detect ways to adjust the
actions of speaking and listening:
pauses, rhythm, tone, etcetera.
Interpret general sense, main
ideas, and some details of a
complaint.
• Activate previous knowledge.
• Infer general sense.
• Detect and interpret technical or
specialized information.
• Establish motive or reason for a
complaint.
• Identify main ideas and
information that explains or
complements them.
audience.
• Structure of complaints:
opening, body, and closure.
• Form of communication.
• Repertoire of words necessary
for this social practice of the
language.
• Modal verbs, adverbs, and
adjectives.
• Conditionals.
• Verb tenses: present, past,
and future.
• Connectors.
• Stand up for citizen’s rights.
• Become aware of the attitudes
of oneself and others.
43

• Detect expressions to suggest
solutions.
• Identify strategies to emphasize
meaning.
Write an oral complaint.
• Choose a suitable word
repertoire.
• Use and adapt speech register
according to the addressee.
• Express motive or reason.
• Write expressions to suggest
solutions.
• Use strategies to influence on
meaning.
• Use strategies to repair failed
communication.
• Express complaints and make
adjustments to improve fluency.
A C T I V I T I E S
––Produce telephonic complaints. ––Select and consult information
to make a complaint.
––Determine the topic or reason
to make a complaint.
––Create the statements to
express the complaint.
––Check that the complaint is
understood when
Said and heard.
––Practice the enunciation of the
complaint.
––Make the complaint.
44

Read and understand different types of literary texts
from English
Environment:
Literario y lúdico
Specific Competency: Read suspense literature and describe moods
Achievements:
• Uses various strategies to understand narratives.
• Infers the general meaning and main ideas from details.
• Formulates and answers questions in order to infer information.
• Writes opinions regarding moods.
PRODUCT: Emotionary (inventory of emotions)
LANGUAGE
BEING THROUGH THE
LANGUAGE
Select and explore suspense
narratives.
• Determine topic and purpose.
• Detect intended audience from
explicit information.
Understand general sense, main
ideas, and some details of a
suspense narrative.
• Read and re-read narratives.
• Use diverse comprehension
strategies.
• Detect frequently used words.
• Make links within texts using
explicit and implicit information.
• Infer main ideas from details.
• Answer questions to infer
characters’ moods from explicit
information.
• Relate moods to specific
moments in a narrative.
Describe characters’ moods in a
suspense narrative.
• Express and justify personal
impressions towards a text.
• Relate moods to characters.
• Make sentences from words
that express moods.
• Complete sentences to express
• Elements in narratives.
• Types of sentences.
• Adjectives: comparative and
superlative.
• Pronouns: reflexive and
relative.
• Conditionals.
• Homophones (e.g., too and
two).
• Upper and lower-case
letters.
• Foster respect towards the
opinions of others.
• Stimulate an aesthetic pleasure
for literature.
• Develop empathy towards
different moods.
45

moods.
• Describe characters’ moods.
A C T I V I T I E S
––Select, from a number of
sources, a suspense narrative
––Read the selected narrative
in silence.
––Choose and make a list of
emotions that the narrative
presents or provokes.
––Propose and write examples
of the situations that
describe the emotions.
––Check that the examples
comply with grammar,
spelling, and punctuation
conventions.
––Organize an event to present
and read the emotionary.
46

Understand and write instructions
Environment:
(Reading)
Specific Competency: Interpret and write instructions to perform a simple experiment.
Achievements:
• Understands and interprets order and sequence of instruction elements to perform an experiment.
• Removes, add, changes and/or rearranges information to edit a set of instructions.
PRODUCT: SET OF INSTRUCTIONS ALBUM
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Interpret instructions.
• Read sets of instructions.
• Follow instructions to confirm
understanding.
• Identify instructions order.
 Write instructions.
• Establish number of steps.
• Support statements with
illustrations.
 Edit sets of instructions.
• Verify the sentence sequence.
• Remove, add, change and/or
rearrange information to improve a
text.
• Adverbs.
• Verb forms: imperative,
gerund, and infinitive.
• Verb tenses: simple
present.
• Promote creative and
proactive attitudes in
collaborative work.
47

A C T I V I T I E S
1. Read some instruction manual. 1. Make a set of instructions
album.
2. Choose an experiment and
search for information about
it.
3. Write the instructions to
perform the experiment.
4. Arrange the instructions in a
sequence and illustrate
them.
5. Edit instructions to write the
final version of the set of
instructions.
6. Agree on a design to
present the set of
instructions in an album
format.
7. Make an index.
1. by team make an
instructive about different
topic, share and explain to
the rest of the
group.
2. Put the album together
and place it in the
classroom’s library.
Interpret and express information published in
various media
Environment:
(oral and listening)
Specific Competency: Share emotions and reactions caused by a TV program
Achievements:
• Formulates and answers questions to share emotions and reactions.
• Explains main ideas through an oral exchange.
PRODUCT: ORAL PRESENTATION
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Explore a TV
program.
• Identify speakers’ non-
verbal language and
attitudes.
• Determine roles of
participants.
 Share emotions and
• Non-verbal language.
• Value the credibility of mass media.
• Acknowledge the influence of
media in everyday life.
48

reactions caused by a
TV program.
questions about content
and the emotions caused by
it.
• Exchange emotions and
reactions.
A C T I V I T I E S
1. Watch different TV
program.
1. Select a TV program.
2. Decide on the length
of the presentation.
3. Check that the
sentences are
understood when said
and heard.
4. Define turns of
participation, and their
length.
5. Practice the
enunciation of
emotions and
reactions.
6. Make the oral
presentation.
7. Pay attention to the
participations of
others.
8. Formulate questions to
obtain further
information and ask for
something to be
repeated, clarified or
said slower
1. Write sentences to express
emotions and reactions
about a program.
49

SEGUNDO TRIMESTRE
PARTICIPATE IN LANGUAGE GAMES TO WORK
WITH
SPECIFIC LINGUISTIC ASPECTS
Environment:
LITERARY AND LUDIC
Specific Competency: PARTICIPATE IN LANGUAGE GAMES TO COMPREHEND AND WRITE
IRREGULAR VERB FORMS
Achievements:
• COMPARES SENTENCES WITH AND WITHOUT IRREGULAR VERB FORMS.
• CLASSIFIES SENTENCES ACCORDING TO THEIR VERB TENSE.
• USES PERFECT TENSES AND SIMPLE PAST IN SENTENCES AND TEXTS.
• WRITES AND DICTATES SENTENCES WITH IRREGULAR VERB TENSES.
PRODUCT: MEMORY GAME
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Explore word games.
• Identify names of games
that are suitable to work on
irregular verb forms (e.g.:
memory game and lottery).
intended audience.
• Determine elements that
make up a language game.
• Identify function of graphic
and textual components.
• Determine number of
players and turns of
participation.
• Identify steps to participate
in a game.
 Understand the
characteristics of
• Locate sentences with
• Compare sentences with
and without irregular verb
forms.
• Determine simple past,
present perfect, past perfect
and future perfect in
sentences.
• Classify sentences in simple
past, present perfect, past
components.
• Verb tenses: present perfect,
past perfect, future perfect,
and simple past.
• Verb forms: past and past
participle.
• Similarities between words.
• Digraphs (e.g.: tw and lt).
• Verbs in past and past
participle.
• Understand language games as
recreational activities.
• Foster patience in task
performance.
• Create environments that foster
participation in ludic activities.
50

perfect, and future perfect.
• Complete sentences with
• Compare differences and
similarities in the composition
of irregular verb forms.
• Organize families of irregular
verb forms.
• Write sentences with
 Write sentences with
irregular verBS forms
to create a language
game.
• Dictate and enlist sentences
with irregular verb forms.
• Complete irregular verb
forms based on one of their
parts.
• Order letters and words to
write irregular forms.
A C T I V I T I E S
1. Make a memory game. 1 Identify irregular verbs in
past simple, present perfect,
past perfect, and future perfect.
2. Suggest and select
sentences based on the chosen
verbs.
3. Write down irregular verbs
on a set of cards and sentences
on another set.
4. Check that verbs and
sentences comply with
grammar, spelling, and
punctuation conventions.
5. Determine number of
players in each team and their
turns of participation.
6. Establish rules for the
memory game.
7. Read verbs and sentences
aloud each time a pair is found.
1. Play the memory game.
51

SEGUNDO TRIMESTRE
READ AND REWRITE INFORMATIVE TEXTS
FROM A PARTICULAR FIELD
Environment:
ACADEMIC AND EDUCATIONAL
Specific Competency: WRITE A SHORT REPORT ABOUT A HISTORICAL EVENT
Achievements:
• Formulates questions in order to distinguish between main and secondary ideas.
• Writes simple and complex sentences.
• Links sentences together in order to make paragraphs.
• Writes a short report, based on a model.
• Checks spelling conventions and adjusts language according to intended audience and
purpose, to edit reports.
PRODUCT: REPORT ANTHOLOGY OF HISTORICAL EVENTS
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Select and explore
descriptions of
historical events.
• Activate previous
knowledge.
• Predict content.
• Identify topic and intended
audience.
 Understand the
content of a historical
text.
• Read historical texts.
• Identify new terms.
• Point out information about
key events.
• Make questions to
distinguish between main
Ideas and secondary ideas.
• Recognize order and
meaning of a text.
• Identify chronological order.
 Write a short report.
• Write simple and complex
sentences paraphrasing main
ideas.
• Complete flow charts with
information that broadens
main ideas.
• Rewrite sentences to
include information that
broadens main ideas.
• Topic and intended
audience.
components.
• Patterns of text
arrangement.
• Syntactic features of the
English language: presence of
auxiliaries in declarative,
negative, and interrogative
sentences (e.g., That did not
happen; Does he take a hard
decision?).
• Double genitive (e.g., an
employee of hers).
• Verb tenses.
• Adverbs.
• Connectors.
• Abbreviations.
• Use language to learn
about history and to
appreciate it.
• Create a sense of unity and
harmony, and avoid
prejudice.
• Promote respect for the
work of others by using
information sources.
52

• Emphasize and clarify ideas
in a text.
• Determine the order of key
events in a timeline.
• Group sentences which give
similar information To form
paragraphs.
• Write a short report.
 Edit reports.
• Add, remove, change
and/or reorganize information.
• Adjust language in
accordance to intended
audience and purpose.
• Write final version
A C T I V I T I E S
1. Choose a historical
event. Talk about their
life, and their historical
events. Ex. Birthdays,
sweet fifteen, etc.
2. Brainstorm: talk about
historical events of
Mexico that they know.
3. Talk about historical
events of USA.
-Video about it.
-Talk about the video
4. Make a comparison
about the historical
events of Mexico and
USA.
5. Make a report about the
events.
- Edit the report to
create a final version.
1 .-Read the texts and
select the information.
2.- Recompile information
about their historical
events
3.- Choose a graphic
resource to organize
information.
4.-Write the report.
5.-Edit the report to
create a final version.
6.-Agree on a design for
the anthology.
1. Recompile information
about their historical
events.
2. Choose a historical event
of Mexico, and talk about
it.
- Explore descriptions
of historical events.
- Predict the text.
3. Make a scanning of the
text, and predict the text.
4. Organize information
about two events.
- Identify the
1 Integrate the reports
to the anthology and
donate it to the school
library.
1. Make a line time
about their life.
2. Read the text.
- Underline the
unknown words and
then choose it in the
dictionary.
- Make questions to
distinguish between
main ideas and
secondary ideas.
- Recognize the ideas.
3. Read the text
- Underline the
unknown words and
then choose it in the
dictionary.
- Make questions to
distinguish between
main ideas and
secondary ideas.
- Recognize the ideas.
53

chronological order
-Make a line time include
the two events.
5. Talk about how to create
an anthology of historical
events.
6. Review
4. Show the line time,
and talk about it.
5. Create an index
6. Test
54

Understand and produce oral exchanges related
to leisure situations
Environment:
Specific Competency: Interpret and offer descriptions regarding unexpected situations in an
oral exchange
Achievements:
• Determines the function of pauses, rhythm, and intonation.
• Negotiates meaning.
• Rephrases ideas.
• Uses strategies to restore a failed conversation.
• Anticipates general sense, main ideas, and some details in order to produce an oral text.
PRODUCT: Testimony
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Listen to and explore
descriptions of
unexpected situations
shared in an
oral exchange.
intended audience.
• Observe and understand
non-verbal language.
• Identify attitudes and
emotions.
• Establish speakers’ profiles.
• Determine the place where
an exchange occurs.
 Interpret general
sense, main ideas,
and some details.
• Identify ways to describe an
unexpected situation.
• Identify main ideas and
information that broadens,
exemplifies or explains them.
• Identify strategies used to
rephrase ideas, adjust volume
and speed, and negotiate
meaning.
enunciation.
• Formulate questions to
understand a description.
• Notice regional accents.
intended audience.
• Speech register.
• Direct and indirect speech.
• Types of sentences.
• Adjectives and adverbs.
• Adverbs: of time and
quantitative.
• Language formulae (e.g.:
greetings and courtesyand
farewell expressions).
• Syntactic particularities of
English: absence of double
negative (for example, They
didn’t go anywhere, They had
no time to lose).
• Show confidence in the use
of English.
• Promote constructive
dialogues.
• Appreciate credibility and
objectivity in different
descriptions.
55

Describe unexpected events.
• Write sentences to describe
unexpected situations.
• Add details to main ideas.
• Change direct speech into
indirect speech and vice
versa.
• Adjust speed, rhythm,
diction, and intonation.
• Rephrase ideas.
• Use strategies to influence
on meaning.
• Use strategies to restore a
failed conversation.
• Produce spontaneous
descriptions of unexpected
situations.
• Maintain an oral exchange
with the support of non-
verbal language.
A C T I V I T I E S
• Select an unexpected
situation.
• Write sentences to
describe an
unexpected
situation.
• Check that sentences
are understood when
said and heard.
• Organize sentences
into a text to put
together a testimony.
• Practice the
enunciation of
testimonies.
• Establish turns of
participation.
• Participate in an
Exchange of
testimonies.
56

Understand and express differences and
similarities between cultural aspects from Mexico
and English-speaking countries
Environment:
Literary and ludic
Specific Competency: Read plays in order to compare attitudes and patterns of behavior
adopted by people from English-speaking countries and Mexico
Achievements:
• Uses various comprehension strategies.
• Formulates and answers questions about the attitude and behavior of characters.
• Links non-verbal communication to the dialogue’s sense.
• Reads short plays.
PRODUCT: SHORT PLAY
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
 Select and explore
short plays suitable for
a young audience.
• Identify author(s).
• Determine topic, purpose,
 Read a short play and
understand general
sense, main ideas,
and details.
• Identify stage directions.
• Use various comprehension
strategies.
• Identify leading, secondary
and/or incidental character(s).
• Point out details (e.g.,
attitudes and behaviors, and
time and setting in which the
actions occur).
• Point out genre (e.g.:
tragedy, comedy, and
melodrama).
• Determine current actions
which are still taking place in
the present and/or begin in
the past and conclude in the
present.
• Identify general sense.
questions to explain and
describe attitudes and
• Genre, topic, purpose, and
audience.
• Text and graphic
components.
• Text arrangement: stage
directions, dialogues, etc.
• Colophon.
• Adverbs of time and place.
• Verb form: imperative.
• Verb tenses: present (simple,
progressive, and perfect) and
past.
•Punctuation: dash,
parentheses, squared
brackets, etc.
• Value drama as a reflection
of attitudes and behavior.
• Participate in communal
cultural expressions.
• Become aware of the
ideas and emotions of
oneself and others.
57

behaviors.
 Participate in a
dramatized reading of
a short play.
• Read dialogues to practice
pronunciation.
• Relate rhythm, speed,
intonation, and volume.
• Link non-verbal language
with the meaning of
dialogues.
• Perform a dramatized
reading of a short play.
A C T I V I T I E S
• Select a short play for
a young audience.
• Read the selected play aloud.
• Determine who will interpret
leading, secondary, and/or
incidental characters.
• Identify stage directions in each
case.
• Determine date and time for the
performance of each team.
• Rehearse the reading of
dialogues.
• Have a general rehearsal.
• Perform the play on
the previously chosen
date and time.
58

TERCER TRIMESTRE
Produce texts to participate in academic events
Environment:
Specific Competency: Write arguments in favor or against a topic to participate in a debate
Achievements:
• Detects and establishes links between a personal stance and information which agrees or
disagrees with it.
• Emphasizes or clarifies agreements and/or disagreements.
• Writes short texts which express agreement or disagreement.
• Solves doubts and encourages feedback in order to edit agreements and/or disagreements
PRODUCT: Debate
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
• Explore a topic of
interest from various
sources.
• Determine purpose and
intended audience.
* Read texts and interpret
general sense, main ideas,
and some details.
• Identify main ideas in
agreement or disagreement
with a personal stance.
• Establish connections
between a personal stance
and information in agreement
or disagreement with it.
• Identify expressions used to
express opinions in
agreement and/or
disagreement about a topic.
• Write agreements or
disagreements about
a topic of interest to
participate in a
debate.
• Search for information from
various sources.
• Select information to write
agreeing and
intended audience.
components.
• Synonyms.
• Verb form: passive.
• Connectors.
• Possessive genitive (e.g.,
world’s diversity and
human’s features).
• Pronouns: personal and
reflexive.
• Contrast between British
and American variants:
regular and irregular verbs
(e.g., burned, burnt;
spelled, spelt).
• Word endings (e.g., -y, -ie,
and -e).
• Punctuation.
• Use language to solve
conflicts, propose
foundations for collective work
and promote cooperation.
• Provide constructive
criticism.
59

disagreeing arguments
• Write sentences to
express agreeing and/or
disagreeing arguments.
• Emphasize or clarify
agreements and/or
disagreements.
• Use words and punctuation
marks to link sentences
together in a paragraph.
• Write a short text that
expresses agreements
and/or disagreements.
• Edit agreements and
or disagreements.
• Solve doubts and promote
feedback.
A C T I V I T I E S
• Choose a topic of
interest.
• Read texts from different
sources.
• Take a personal stance
regarding the information
read.
• Write agreements or
disagreements depending on
the personal stance
each one has adopted.
• Write a short text with the
agreements and/or
disagreements.
• Edit the text and make a
clean version in a
notebook or a sheet, card,
etc.
• Decide the place and date for
the debate of each team.
• Choose a moderator and
define times and turns for
presentation and reply
• Edit the text and make
a clean version in a
notebook or a sheet,
card, etc.
• Present the
agreements and / or
disagreements in the
debate using the text
to support
participation,
60

TERCERO TRIMESTRE
Interpret and express everyday life instructions
Environment:
Specific Competency: Understand and give instructions to plan a field trip
Achievements:
• Adjusts volume, intonation, and tone to emphasize or clarify instructions.
• Offers explanations to clarify instructions.
• Rephrases instructions to confirm understanding.
• Writes instructions.
• Appraises the pertinence of following instructions or not.
PRODUCT: Activity schedule
DOING WITH THE
LANGUAGE
KNOWING ABOUT THE
LANGUAGE
BEING THROUGH THE
LANGUAGE
• Listen to and explore
instructions to plan a
field trip.
• Identify place and medium.
• Distinguish volume, tone,
rhythm, speed, and
intonation.
• Interpret general
sense, main ideas,
and some details.
• Infer meaning from explicit
information.
• Identify sentence structure.
• Establish sequence of
enunciation.
• Identify general information
regarding the planning of a
field trip.
• Offer instructions for
the planning of a field
trip.
• Write instructions.
• Determine speech register.
• Rephrase ideas.
intended audience.
• Verbs: modals.
• Verb tenses future.
• Verb forms imperative.
• Consistency in the use of a
variant.
• Syntactic differences
between British and
American variants: future
tense verb forms (e.g., We
shall leave; We will leave).
• Foster group interaction.
• Strengthen interpersonal
bonds.
• Become aware of mutual
responsibility with the group.
61

• Use words and expressions
to link ideas together.
• Use strategies to influence,
strengthen or negotiate
meaning.
• Use strategies to restore a
failed conversation.
• Offer instructions with the
support of non-verbal
language.
• Give further explanations to
clarify instructions.
• Rephrase instructions to
confirm understanding.
• Judge the relevance of
instructions.
A C T I V I T I E S
• Select the field trip
destination.
• Set dates, time and
activities.
• Write instructions for
activities.
• Check that instructions are
understood when said and
heard.
• Organize the instructions to
put together an Activity
schedule.
• Practice the enunciation of
the schedule.
• Present the schedule.
62

MATEMÁTICAS II
Calendario de 185 días
ACTIVIDAD: Evaluación diagnóstica y elaboración de la planeación
FECHA A DESARROLLARSE: Del 20 al 24 de agosto de 2018
ACTIVIDAD:
Desarrollo del trimestre 1
FECHA A DESARROLLARSE:
Del 27 de agosto al 16 de noviembre de 2018.
APRENDIZAJES ESPERADOS A CONCRETARSE:
1.- Resuelve problemas que implican el uso de las leyes de los exponentes y de la notación
científica.
2.- Resuelve problemas que impliquen calcular el área y el perímetro del círculo.
3.- Resuelve problemas que implican el cálculo de porcentajes o de cualquier término de la
relación: Porcentaje = cantidad base × tasa. Inclusive problemas que requieren de
procedimientos recursivos.
4.- Compara cualitativamente la probabilidad de eventos simples.
5.- Resuelve problemas aditivos con monomios y polinomios.
`
CONTENIDOS A DESARROLARSE:
1.- Resolución de multiplicaciones y divisiones con números enteros.
2.- Cálculo de productos y cocientes de potencias enteras positivas de la misma base y
potencias de una potencia. Significado de elevar un número natural a una potencia de
exponente negativo.
3.- Identificación de relaciones entre los ángulos que se forman entre dos rectas paralelas
cortadas por una transversal. Justificación de las relaciones entre las medidas de los ángulos
interiores de los triángulos y paralelogramos.
4.- Construcción de triángulos con base en ciertos datos. Análisis de las condiciones de
posibilidad y unicidad en las construcciones.
5.- Resolución de problemas que impliquen el cálculo de áreas de figuras compuestas,
incluyendo áreas laterales y totales de prismas y pirámides.
63

6.- Resolución de problemas diversos relacionados con el porcentaje, como aplicar un
porcentaje a una cantidad; determinar qué porcentaje representa una cantidad respecto a
otra, y obtener una cantidad conociendo una parte de ella y el porcentaje que representa.
7.- Resolución de problemas que impliquen el cálculo de interés compuesto, crecimiento
poblacional u otros que requieran procedimientos recursivos.
8.- Comparación de dos o más eventos a partir de sus resultados posibles, usando
relaciones como: “es más probable que…”, “es menos probable que…”.
9.- Análisis de casos en los que la media aritmética o mediana son útiles para comparar dos
conjuntos de datos.
10.- Resolución de problemas que impliquen adición y sustracción de monomios.
11.- Resolución de problemas que impliquen adición y sustracción de polinomios.
12.- Identificación y búsqueda de expresiones algebraicas equivalentes a partir del empleo
de modelos geométricos.
ACTIVIDAD:
Evaluación del primer trimestre.
FECHA A DESARROLLARSE: Del 20 al 23 de noviembre de 2018.
ACTIVIDAD:
Entrega del reporte de evaluación.
FECHA A DESARROLLARSE: Del 26 al 29 de noviembre de 2018.
ACTIVIDAD:
FECHA A DESARROLLARSE: Del 3 de diciembre de 2018 al 15 de marzo de 2019.
1.- Resuelve problemas en los que sea necesario calcular cualquiera de las variables de las
fórmulas para obtener el volumen de cubos, prismas y pirámides rectos. Establece
relaciones de variación entre dichos términos.
2.- Resuelve problemas que implican efectuar multiplicaciones o divisiones con expresiones
algebraicas.
3.- Justifica la suma de los ángulos internos de cualquier triángulo o polígono y utiliza esta
propiedad en la resolución de problemas.
64

4.- Resuelve problemas que implican usar la relación entre unidades cúbicas y unidades de
capacidad.
5.- Lee y comunica información mediante histogramas y gráficas poligonales.
6.- Representa sucesiones de números enteros a partir de una regla dada y viceversa.
7.- Resuelve problemas que impliquen el uso de ecuaciones de la forma: ax + b = cx + d,
donde los coeficientes son números enteros, fraccionarios o decimales, positivos y
negativos.
1.- Justificación de las fórmulas para calcular el volumen de cubos, prismas y pirámides
rectos.
2.- Estimación y cálculo del volumen de cubos, prismas y pirámides rectos o de cualquier
término implicado en las fórmulas. Análisis de las relaciones de variación entre diferentes
medidas de prismas y pirámides.
3.- Identificación y resolución de situaciones de proporcionalidad inversa mediante diversos
procedimientos.
4.- Realización de experimentos aleatorios y registro de resultados para un acercamiento a la
probabilidad frecuencial. Relación de ésta con la probabilidad teórica.
5.- Resolución de cálculos numéricos que implican usar la jerarquía de las operaciones y los
paréntesis, si fuera necesario, en problemas y cálculos con números enteros, decimales y
fraccionarios.
6.- Resolución de problemas multiplicativos que impliquen el uso de expresiones
algebraicas, a excepción de la división entre polinomios.
7.- Formulación de una regla que permita calcular la suma de los ángulos interiores de
cualquier polígono.
8.- Análisis y explicitación de las características de los polígonos que permiten cubrir el
plano.
9.- Relación entre el decímetro cúbico y el litro. Deducción de otras equivalencias entre
unidades de volumen y capacidad para líquidos y otros materiales. Equivalencia entre
unidades del Sistema Internacional de Medidas y algunas unidades socialmente conocidas,
como barril, quilates, quintales, etcétera
65

10.- Representación algebraica y análisis de una relación de proporcionalidad y = kx,
asociando los significados de las variables con las cantidades que intervienen en dicha
relación.
11.- Búsqueda, organización y presentación de información en histogramas o en gráficas
poligonales (de series de tiempo o de frecuencia), según el caso y análisis de la información
que proporcionan.
12.- Análisis de propiedades de la media y mediana.
13.- Construcción de sucesiones de números enteros a partir de las reglas algebraicas que
las definen. Obtención de la regla general (en lenguaje algebraico) de una sucesión con
progresión aritmética de números enteros.
14.- Resolución de problemas que impliquen el planteamiento y la resolución de ecuaciones
de primer grado de la forma: ax + b = cx + d y con paréntesis en uno o en ambos miembros
de la ecuación, utilizando coeficientes enteros, fraccionarios o decimales, positivos y
negativos.
15.- Caracterización de ángulos inscritos y centrales en un círculo, y análisis de sus
relaciones.
ACTIVIDAD:
Evaluación del segundo trimestre.
FECHA A DESARROLLARSE: Del 19 al 22 de marzo de 2019.
ACTIVIDAD:
FECHA A DESARROLLARSE: Del 25 al 28 de marzo de 2019.
ACTIVIDAD:
FECHA A DESARROLLARSE: Del 1 de abril al 7 de junio de 2019.
1.- Identifica, interpreta y expresa relaciones de proporcionalidad directa o inversa,
algebraicamente o mediante tablas y gráficas.
66

2.- Resuelve problemas que implican calcular, interpretar y explicitar las propiedades de la
media y la mediana.
3.- Resuelve problemas que implican el uso de sistemas de dos ecuaciones lineales con dos
incógnitas.
4.- Construye figuras simétricas respecto de un eje e identifica las propiedades de la figura
original que se conservan.
5.- Resuelve problemas que implican determinar la medida de diversos elementos del
círculo, como: ángulos inscritos y centrales, arcos de una circunferencia, sectores y coronas
circulares.
6.- Explica la relación que existe entre la probabilidad frecuencial y la probabilidad teórica.
1.- Análisis de las características de una gráfica que represente una relación de
proporcionalidad en el plano cartesiano.
2.- Análisis de situaciones problemáticas asociadas a fenómenos de la física, la biología, la
economía y otras disciplinas, en las que existe variación lineal entre dos conjuntos de
cantidades. Representación de la variación mediante una tabla o una expresión algebraica de
la forma: y = ax + b.
3.- Resolución de situaciones de medias ponderadas.
4.- Resolución de problemas que impliquen el planteamiento y la resolución de un sistema
de ecuaciones 2 × 2 con coeficientes enteros, utilizando el método más pertinente (suma y
resta, igualación o sustitución).
5.- Representación gráfica de un sistema de ecuaciones 2 × 2 con coeficientes enteros.
Reconocimiento del punto de
intersección de sus gráficas como la solución del sistema.
6.- Construcción de figuras simétricas respecto de un eje, análisis y explicitación de las
propiedades que se conservan en figuras como: triángulos isósceles y equiláteros, rombos,
cuadrados y rectángulos.
7.- Cálculo de la medida de ángulos inscritos y centrales, así como de arcos, el área de
sectores circulares y de la corona.
67

8.- Lectura y construcción de gráficas de funciones lineales asociadas a diversos
fenómenos.
9.- Análisis de los efectos al cambiar los parámetros de la función y = mx + b, en la gráfica
correspondiente.
10.- Comparación de las gráficas de dos distribuciones (frecuencial y teórica) al realizar
muchas veces un experimento aleatorio.
ACTIVIDAD:
Evaluación del tercer trimestre.
FECHA A DESARROLLARSE: Del 10 al 14 de junio de 2019.
ACTIVIDAD:
FECHA A DESARROLLARSE: Del 17 al 21 de junio de 2019.
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MATEMÁTICAS II
Calendario de 195 días
ACTIVIDAD:
Evaluación diagnóstica y elaboración de la planeación
Del 20 al 24 de agosto de 2018
ACTIVIDAD:
Del 27 de agosto al 16 de noviembre de 2018.
1.- Resuelve problemas que implican el uso de las leyes de los exponentes y de la notación
científica.
2.- Resuelve problemas que impliquen calcular el área y el perímetro del círculo.
3.- Resuelve problemas que implican el cálculo de porcentajes o de cualquier término de la
relación: Porcentaje = cantidad base × tasa. Inclusive problemas que requieren de
procedimientos recursivos.
4.- Compara cualitativamente la probabilidad de eventos simples.
5.- Resuelve problemas aditivos con monomios y polinomios.
`
1.- Resolución de multiplicaciones y divisiones con números enteros.
2.- Cálculo de productos y cocientes de potencias enteras positivas de la misma base y
potencias de una potencia. Significado de elevar un número natural a una potencia de
exponente negativo.
3.- Identificación de relaciones entre los ángulos que se forman entre dos rectas paralelas
cortadas por una transversal. Justificación de las relaciones entre las medidas de los ángulos
interiores de los triángulos y paralelogramos.
4.- Construcción de triángulos con base en ciertos datos. Análisis de las condiciones de
posibilidad y unicidad en las construcciones.
5.- Resolución de problemas que impliquen el cálculo de áreas de figuras compuestas,
incluyendo áreas laterales y totales de prismas y pirámides.
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6.- Resolución de problemas diversos relacionados con el porcentaje, como aplicar un
porcentaje a una cantidad; determinar qué porcentaje representa una cantidad respecto a
otra, y obtener una cantidad conociendo una parte de ella y el porcentaje que representa.
7.- Resolución de problemas que impliquen el cálculo de interés compuesto, crecimiento
poblacional u otros que requieran procedimientos recursivos.
8.- Comparación de dos o más eventos a partir de sus resultados posibles, usando
relaciones como: “es más probable que…”, “es menos probable que…”.
9.- Análisis de casos en los que la media aritmética o mediana son útiles para comparar dos
conjuntos de datos.
10.- Resolución de problemas que impliquen adición y sustracción de monomios.
11.- Resolución de problemas que impliquen adición y sustracción de polinomios.
12.- Identificación y búsqueda de expresiones algebraicas equivalentes a partir del empleo
de modelos geométricos.
ACTIVIDAD:
Evaluación del primer trimestre.
Del 20 al 23 de noviembre de 2018.
ACTIVIDAD:
Del 26 al 29 de noviembre de 2018.
ACTIVIDAD:
Del 3 de diciembre de 2018 al 15 de marzo de 2019.
1.- Resuelve problemas en los que sea necesario calcular cualquiera de las variables de las
fórmulas para obtener el volumen de cubos, prismas y pirámides rectos. Establece
relaciones de variación entre dichos términos.
2.- Resuelve problemas que implican efectuar multiplicaciones o divisiones con expresiones
algebraicas.
70

3.- Justifica la suma de los ángulos internos de cualquier triángulo o polígono y utiliza esta
propiedad en la resolución de problemas.
4.- Resuelve problemas que implican usar la relación entre unidades cúbicas y unidades de
capacidad.
5.- Lee y comunica información mediante histogramas y gráficas poligonales.
6.- Representa sucesiones de números enteros a partir de una regla dada y viceversa.
7.- Resuelve problemas que impliquen el uso de ecuaciones de la forma: ax + b = cx + d,
donde los coeficientes son números enteros, fraccionarios o decimales, positivos y
negativos.
1.- Justificación de las fórmulas para calcular el volumen de cubos, prismas y pirámides
rectos.
2.- Estimación y cálculo del volumen de cubos, prismas y pirámides rectos o de cualquier
término implicado en las fórmulas. Análisis de las relaciones de variación entre diferentes
medidas de prismas y pirámides.
3.- Identificación y resolución de situaciones de proporcionalidad inversa mediante diversos
procedimientos.
4.- Realización de experimentos aleatorios y registro de resultados para un acercamiento a la
probabilidad frecuencial. Relación de ésta con la probabilidad teórica.
5.- Resolución de cálculos numéricos que implican usar la jerarquía de las operaciones y los
paréntesis, si fuera necesario, en problemas y cálculos con números enteros, decimales y
fraccionarios.
6.- Resolución de problemas multiplicativos que impliquen el uso de expresiones
algebraicas, a excepción de la división entre polinomios.
7.- Formulación de una regla que permita calcular la suma de los ángulos interiores de
cualquier polígono.
8.- Análisis y explicitación de las características de los polígonos que permiten cubrir el
plano.
9.- Relación entre el decímetro cúbico y el litro. Deducción de otras equivalencias entre
unidades de volumen y capacidad para líquidos y otros materiales. Equivalencia entre
71

unidades del Sistema Internacional de Medidas y algunas unidades socialmente conocidas,
como barril, quilates, quintales, etcétera
10.- Representación algebraica y análisis de una relación de proporcionalidad y = kx,
asociando los significados de las variables con las cantidades que intervienen en dicha
relación.
11.- Búsqueda, organización y presentación de información en histogramas o en gráficas
poligonales (de series de tiempo o de frecuencia), según el caso y análisis de la información
que proporcionan.
12.- Análisis de propiedades de la media y mediana.
13.- Construcción de sucesiones de números enteros a partir de las reglas algebraicas que
las definen. Obtención de la regla general (en lenguaje algebraico) de una sucesión con
progresión aritmética de números enteros.
14.- Resolución de problemas que impliquen el planteamiento y la resolución de ecuaciones
de primer grado de la forma: ax + b = cx + d y con paréntesis en uno o en ambos miembros
de la ecuación, utilizando coeficientes enteros, fraccionarios o decimales, positivos y
negativos.
15.- Caracterización de ángulos inscritos y centrales en un círculo, y análisis de sus
relaciones.
ACTIVIDAD:
Evaluación del segundo trimestre.
Del 19 al 22 de marzo de 2019.
ACTIVIDAD:
Del 25 al 28 de marzo de 2019.
ACTIVIDAD:
Del 1 de abril al 18 de junio de 2019.
72

1.- Identifica, interpreta y expresa relaciones de proporcionalidad directa o inversa,
algebraicamente o mediante tablas y gráficas.
2.- Resuelve problemas que implican calcular, interpretar y explicitar las propiedades de la
media y la mediana.
3.- Resuelve problemas que implican el uso de sistemas de dos ecuaciones lineales con dos
incógnitas.
4.- Construye figuras simétricas respecto de un eje e identifica las propiedades de la figura
original que se conservan.
5.- Resuelve problemas que implican determinar la medida de diversos elementos del
círculo, como: ángulos inscritos y centrales, arcos de una circunferencia, sectores y coronas
circulares.
6.- Explica la relación que existe entre la probabilidad frecuencial y la probabilidad teórica.
CONTENIDOS A DESARROLLARSE:
1.- Análisis de las características de una gráfica que represente una relación de
proporcionalidad en el plano cartesiano.
2.- Análisis de situaciones problemáticas asociadas a fenómenos de la física, la biología, la
economía y otras disciplinas, en las que existe variación lineal entre dos conjuntos de
cantidades. Representación de la variación mediante una tabla o una expresión algebraica de
la forma: y = ax + b.
3.- Resolución de situaciones de medias ponderadas.
4.- Resolución de problemas que impliquen el planteamiento y la resolución de un sistema
de ecuaciones 2 × 2 con coeficientes enteros, utilizando el método más pertinente (suma y
resta, igualación o sustitución).
5.- Representación gráfica de un sistema de ecuaciones 2 × 2 con coeficientes enteros.
Reconocimiento del punto de
intersección de sus gráficas como la solución del sistema.
6.- Construcción de figuras simétricas respecto de un eje, análisis y explicitación de las
propiedades que se conservan en figuras como: triángulos isósceles y equiláteros, rombos,
cuadrados y rectángulos.
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