00 Analytical Syllabus - Languages - English - First Grade

1º GRADE
ANALYTICAL SYLLABUS – STAGE 6

TRAINING FIELD: LANGUAGES - ENGLISH
School: Grade: First

Teacher: Shift:
Training field: Languages Subject: English Stage: 6 School year: 2023-2024
Period I Period II Period III
Context and Sequencing of Contents

Content #1
Actual problem
The lack of knowledge about the linguistic diversity of one's own country and others can lead to discrimination and
cultural exclusion of those who speak minority or less common languages, which can result in the loss of cultural and
social identity.
Contents
Synthetic program content: Learning development process:

Learners make use of the alphabet, numbers, and basic
The linguistic diversity and its forms of expression in expressions in English to name and retrieve factual data
Mexico and the world. and basic characteristics of recognized languages in
Mexico and the world.
Characteristics of the Graduate Profile
Learners live, recognize, and value ethnic, cultural, linguistic, and social diversity.
Articulating Frameworks: Project: Time:

Appropriation of cultures through
reading and writing Brochure
7 sessions
[Linguistic diversity]
Critical interculturality
General Didactic Guidelines
Session Aims
1 To learn and practice greetings and farewells in English.

To identify and name countries, their capitals, and nationalities.
2
To identify the languages spoken in different parts of the world.
To recognize the origin and grammar of one or more languages and identify their main characteristics.
3
To recognize and practice the pronunciation of some languages.
4 To analyze the influence of some languages in the world.
5 To recognize globally recognized literary works.
6y7 To develop and present the project.
1
1º GRADE
Assessment Recommendations
During the process For the project

List of greeting and farewells.
Country table.
Language map. Rubric.
Multilingual poster.
List of literacy works.
2
1º GRADE
Content #2
Actual problem
The lack of knowledge about the identity and culture of English-speaking peoples can lead to ignorance and
misunderstandings, which can result in prejudice, discrimination, and cultural conflicts.
Contents

Learners retrieve information to conduct oral and written
The identity and culture of English-speaking people. presentations in English describing ethnic, cultural, and
identity traits of English-speaking language speakers.

Poster
[Aspects of culture: Language, Food, 7 sessions
reading and writing
Clothing, Art, Religion, and Traditions]
Session Aims
To review and describe the basic elements of postcards from English-speaking countries.
1
To recognize English-speaking countries and identify their cultural practices.
To write titles for descriptions.
2
To make and answer questions about the topic.
3 To write statements to describe cultural aspects.
4 To compare cultural aspects between English-speaking countries.
5 To exchange opinions and points of view.
6 and 7 To develop and present the project.

Sentences describing cultural aspects.
Mind map. Rubric.
List of opinions.
3
1º GRADE
Content #3
Actual problem
The lack of knowledge about cultural, linguistic, and artistic expressions can limit a person's ability to effectively interact
with people from different cultures and societies, and hinder the promotion of interculturality.
Contents

Cultural, linguistic, and artistic expressions in English in Learners create a comic or manga in English about
favor of interculturality. situations that highlight the importance of interculturality.

Comic
Arts and aesthetic experiences
[Rituals, ceremonies, and festivals 7 sessions
from around the world]
Session Aims
1 To recognize and list cultural, linguistic, and artistic expressions from various parts of the world.
To compare cultural aspects of other countries with one's own.
2
To exchange appreciations about interculturality.
3 To define the characters, the setting where the story takes place, the plot, and the main argument.
4 and 5 To write dialogues for the characters.
Artistic and cultural manifestations of the English

Self and peer evaluation form.
language.
4
1º GRADE
Content #4
Actual problem
The main problem of not promoting the preservation and conservation of languages is the loss of cultural and linguistic
diversity, which can lead to homogenization and a decrease in intercultural understanding.
Contents

Learners retrieve informative and scientific texts in English
Use of various English texts that promote the preservation
that discuss methods of language conservation and
and conservation of languages.
preservation and disseminate them.

Poster
reading and writing 7 sessions
[Language Preservation]
Critical Interculturality
Session Aims
To read information about the current situation of languages and analyze why their preservation is
important.
1
To explore the linguistic diversity of a specific country or region and how it influences its culture, identity,
and forms of communication.
To Identify threats faced by some languages in the world.
2 To explain the relationship between the loss of a language and the disappearance of traditional knowledge
and cultural practices.
To read essays that discuss initiatives and projects aimed at preserving endangered languages and
3 discussing their scope and limitations.
To make statements that support the preservation and conservation of languages.
4 To propose creative ideas and solutions to promote language learning and conservation.
5 To exchange opinions and points of view.

List of endangered languages. Group anecdotal notes.
List of threats faced by languages.
Written explanations in one’s own words.
5
1º GRADE
List of arguments.
Content #5
Actual problem
The lack of solutions to community problems can lead to a deterioration in the quality of life for its residents and an
increase in conflicts and tensions, negatively impacting the well-being and development of the community.
Contents

Learners research in English texts implemented solutions
The use of the English language to express the needs,
for community problems and report their findings orally or
interests, and problems of the community.
in writing.
Learners interpret phenomena, historical, cultural, natural, and social events and situations based on various topics,
and investigate to explain them using reasoning, models, data, and scientifically grounded information, as well as
community knowledge. This enables them to consolidate their autonomy to propose and solve complex problems,
considering the context.
Critical thinking
Report
Gender equality 7 sessions
[Solutions to Community Problems]
Healthy lifestyle
Session Aims
1 To recognize the needs, interests, and problems of the community.
2 To share experiences and express opinions about the importance of addressing those problems.
To classify problems into categories and choose which ones are the most important.
3
To identify causes and consequences.
To analyze and compare different approaches and perspectives of implemented solutions to solve
4
community problems.
5 To evaluate the results of implemented solutions and reflect on possible improvements or adjustments.

Concept map. Rubric.
Flowchart.
Cause and effect diagram.
Comparative chart.
6
1º GRADE
List of questions and answers for requesting and

providing information.
Content #6
Actual problem
The lack of aesthetic resources in literature can make a text monotonous, devoid of emotion, and hinder the effective
transmission of complex messages.
Contents

Learners retrieve expressions, elements, and aesthetic
Elements and aesthetic resources of English. resources from various types of literary texts in English
and create a glossary.
Learners have mastered basic communication skills in their native language and in other languages.

Appropriation of cultures through Memory game
7 sessions
reading and writing [Glossary of terms in classic tales]
Session Aims
1 To define and identifying aesthetic resources used in literature.
2 To identifying and analyzing the use of metaphors in classic tales.
3 To recognize and analyze the use of simile (comparison) in classic tales.
4 To identify and analyze the use of hyperbole in classic tales.
5 To recognize and analyze the use of onomatopoeia in classic tales.

List of aesthetic resources.
Checklist.
Concept map.
7
1º GRADE
Content #7
Actual problem
The main problem of not being familiar with the fine arts is that one loses the ability to appreciate and evaluate the
quality of artworks, which can limit the capacity to enjoy and understand their cultural and historical value.
Contents

Learners perform a critical reading and give their opinion
Artistic and cultural manifestations of the English
in English about various cultural and artistic expressions
language.
of English-speaking communities.
Learners develop critical thinking skills that enable them to evaluate knowledge and wisdom from the sciences and
humanities, recognizing the importance of history and culture in critically examining their own ideas and the value of
others' perspectives.
Review
[Fine Arts]
Session Aims
To identify and define the fine arts.
1
To review texts on controversial art topics.
2 To explore English literature and classify it by genre.
3 To analyze the content of English songs and their purpose.
4 To list emblematic places of English culture and provide opinions about them.
5 To evaluate agreements or disagreements to write arguments.

Concept map. Checklist.
Information cards with researched information.
8
1º GRADE
Written explanations in one’s own words.

List of arguments.
Content #8
Actual problem
The main problem with not reading literary texts is that one misses the opportunity to expand their understanding of
language, empathy towards others, and the ability to critically reflect on life and the world around us.
Contents

Learners choose literary texts in English that address
Traditional and contemporary literary creations in English. community themes or topics of interest, summarize them,
and disseminate them through various media.

Podcast
[Fables]
Critical thinking
Session Aims
To define the concept of fable and provide examples.
1
To distinguish between traditional and contemporary literary creations.
2 To read fables and identify the moral of the story.
To identify narrative elements (setting, plot, structure, moral, etc.).
3
To summarize and identify key events in the story.
4 To suggest the use of sound effects and music during the story's development.
To recognize the parts of a podcast.
5
To define segments and turns of intervention.

List of fables and their morals. Rubric.
Concept map.
9
1º GRADE
Folder of sound effects and music.

Podcast script.
Content #9
Actual problem
The main problem with not expressing feelings and emotions is that it can generate emotional stress, affect mental
health and interpersonal relationships, and hinder conflict resolution.
Contents

The English language to express sensations, emotions, Learners carry out language games in English to express
feelings, and ideas related to families, school, and the sensations, emotions, feelings, and ideas about families
community. and school.
Learners value their cognitive, physical, and affective potentialities, which enable them to enhance their personal
capacities and contribute to the community during different stages of their life.
Emotionary
[Songs]
Critical thinking
Session Aims
1 To review vocabulary that describes sensations and emotions.

To identify musical genres.
2
To identify similarities and differences between songs of the same genre.
3 To analyze song lyrics and context.
4 To compare music from different eras and analyze how it has evolved over time.
5 To recognize emotions and feelings evoked while listening to the songs.

List of selected songs. Group anecdotal notes.
10
1º GRADE
Chart with provoked emotions.

Timeline.
Content #10
Actual problem
The lack of communication about important events can lead to misunderstandings, lack of clarity, and conflicts, which
can have a negative impact on relationships and decision-making.
Contents

Learners interview and narrate in English significant
Stories in English to express significant family, school,
family, school, community, or social events retrieved from
community, and social events.
collective memory.
Learners develop their own way of thinking that they use to analyze and make reasoned judgments about their family,
school, community, national, and global reality.
Critical thinking Interview and narration
Cultural appropriation through [Family, school, community, and social 7 sessions
reading and writing events]
Session Aims
To inquire about the purpose of an interview.
1
To make appropriate questions.
To infer the overall meaning of the narratives.
2 To choose the most relevant facts and their details.
To describe the location of the events.
3 To classify expressions to convey emotions.
4 To narrate the story in chronological order, detailing events, and actions of the characters.
5 To analyze the use of literary devices in the narration.

11
1º GRADE
List of questions.
List of significant events. Rubric.
Timeline.
Content #11
Actual problem
The main problem with not eradicating violence in families and schools is that it perpetuates a cycle of abuse and
trauma in children and young people, which can have long-term negative consequences on their physical, emotional,
and social development.
Contents

Learners retrieve from different texts in English
Assertive and dialogic communication in English to raise expressions of violence present in families and schools.
awareness about the eradication of violence in families They reflect and communicate orally and in writing a
and schools. stance of rejection towards violence, using assertive and
dialogic communication.
They acknowledge that they are citizens who can exercise their right to a dignified life, to make decisions about their
own bodies, to build their personal and collective identity, as well as to live with well-being and good treatment, within a
framework of freedoms and responsibilities towards themselves and their community.
They recognize that women and men are individuals who enjoy the same rights, with the capacity to act, autonomy,
and the decision to live a dignified life, free from violence and discrimination.
reading and writing Poster
7 sessions
Critical thinking [Rejection of violence]
Gender equality
Session Aims
1 To identifying situations of violence in the family and school.

To read and analyze readings related to the topic and inferring implicit information.
2
To identify causes and consequences.
3 To write proposals for solutions.
4 To establishing positions of rejection and composing arguments.
5 To use synonyms to express the same concept.

12
1º GRADE

List of arguments.
Notes. Checklist.
Graphic resources.
Content #12
Actual problem
The main problem of not leading a healthy lifestyle is the risk of developing chronic diseases such as obesity, diabetes,
cardiovascular diseases, and certain types of cancer, which reduces both the quality and the life expectancy.
Contents

Learners retrieve health-promoting messages in English
Messages in English in mass media promoting a healthy
and disseminate them orally or in written form through
lifestyle.
various media channels, advocating for a healthy lifestyle.
They understand the priority of connecting the care of their nutrition, physical health, mental well-being, sexual and
reproductive health with planetary health from a sustainable and compatible perspective.
Conversation
Healthy lifestyle 7 sessions
[Healthy lifestyle]
Session Aims
1 To identify mass media outlets to transmit messages about a healthy lifestyle and their purpose.
2 To analyze the content of messages promoting a healthy lifestyle.
3 To discuss the risks and consequences of unhealthy habits.
4 To recognize healthy lifestyles and their benefits.
5 To write messages promoting a healthy lifestyle.
13
1º GRADE
List of messages promoting a healthy lifestyle.

Rubric.
Conversation script.
Content #13
Actual problem
The main problem of not practicing inclusion in society is the exclusion of marginalized groups and the perpetuation of
social, cultural, and economic inequalities that limit the progress and well-being of society.
Contents

Learners research in various English sources about the
The use of the English language in constructing characteristics of messages that provide information
messages in favor of inclusion. promoting interaction, awareness, and empathy towards
diversity, and present their point of view.
Learners acknowledge that women and men are individuals who enjoy the same rights, with the capacity to act,
autonomy, and the ability to make decisions to live a dignified life free from violence and discrimination.
Roundtable discussion
Inclusion 7 sessions
[Messages in favor of inclusion]
Session Aims
To contextualize the importance of inclusion in society and the need to promote it.
1
To identify examples of inclusive language in real life and sharing experiences.
2 To analyze and reflect on the role of language in the construction of stereotypes and prejudices.
3 To identify barriers and obstacles to inclusion in different contexts and proposing solutions.
To create messages in favor of inclusion.
4
To create more inclusive language with non-binary pronouns.
To exchange perspectives on language use.
5 To promote empathy and tolerance through the creation and analysis of hypothetical or real situations
where conflicts arise due to lack of inclusion.
14
1º GRADE

List of key vocabulary related to inclusion.
Cards with researched information. Group anecdotal notes.
List of messages.
Content #14
Actual problem
The main problem of not practicing inclusion in society is the exclusion of marginalized groups and the perpetuation of
social, cultural, and economic inequalities that limit the progress and well-being of society.
Contents

Learners create biographical sketches in English about
The use of the English language in cultural and artistic
people with disabilities who have made significant
expressions that promote the construction of an inclusive
contributions to culture and the arts and disseminate
society.
them.
They recognize that women and men are individuals who enjoy the same rights, with the capacity for action, autonomy,
and decision-making to live a dignified life, free from violence and discrimination.
Inclusion Biography
7 sessions
Arts and aesthetic experiences [Artists with disabilities]
Session Aims
1 To recognize the importance of inclusive language in building an inclusive society.
2 To identify cultural and artistic expressions in English that promote inclusion.
3 To list people with outstanding contributions to art and culture and summarize key aspects of their lives.
4 To explore the history of the civil rights struggle for people with disabilities.
5 To write arguments in favor of non-discrimination.
15
1º GRADE

Index cards with researched information.
Rubric.
Compilation of biographies.
16

00 Analytical Syllabus - Languages - English - First Grade

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

00 Analytical Syllabus - Languages - English - First Grade

Uploaded by

Copyright:

Available Formats

1º GRADE

ANALYTICAL SYLLABUS – STAGE 6

School: Grade: First

Period I Period II Period III

Context and Sequencing of Contents

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

1 To learn and practice greetings and farewells in English.

5 To recognize globally recognized literary works.

6y7 To develop and present the project.

During the process For the project

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

4 To compare cultural aspects between English-speaking countries.

5 To exchange opinions and points of view.

6 and 7 To develop and present the project.

During the process For the project

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

4 and 5 To write dialogues for the characters.

6y7 To develop and present the project.

During the process For the project

Artistic and cultural manifestations of the English

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

5 To exchange opinions and points of view.

6y7 To develop and present the project.

During the process For the project

Synthetic program content: Learning development process:

General Didactic Guidelines

1 To recognize the needs, interests, and problems of the community.

6y7 To develop and present the project.

During the process For the project

List of questions and answers for requesting and

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

1 To define and identifying aesthetic resources used in literature.

2 To identifying and analyzing the use of metaphors in classic tales.

3 To recognize and analyze the use of simile (comparison) in classic tales.

4 To identify and analyze the use of hyperbole in classic tales.

5 To recognize and analyze the use of onomatopoeia in classic tales.

6y7 To develop and present the project.

During the process For the project

Synthetic program content: Learning development process:

General Didactic Guidelines

3 To analyze the content of English songs and their purpose.

5 To evaluate agreements or disagreements to write arguments.

6y7 To develop and present the project.

During the process For the project

Written explanations in one’s own words.

Synthetic program content: Learning development process:

Articulating Frameworks: Project: Time:

General Didactic Guidelines

During the process For the project

Folder of sound effects and music.

Synthetic program content: Learning development process:

General Didactic Guidelines

1 To review vocabulary that describes sensations and emotions.