PLANTEL: “ROQUE GONZALEZ GARZA”

CCT: 05ETC0002Z
SECUENCIA DIDÁCTICA No. 1

BÁSIC COMPONENT
Asig. o CD NOMBRE DEL TEMA:
Matemáticas

Ciencias
Experimentales
INTEGRATING PROJECT:
SUBJECT/MÓDULE/ SUBMODULE: ENGLISH II
(TRANSVERSALIDAD) Comunicación INGLES, LEOyE, TICS (LIFE
LINE TIME)
Humanidades

Ciencias Sociales
MTRA. MARIBEL CHAVARRIA VILLARREAL.
PROF. LUIS ANTONIO AGUILAR GLZ
PROF. JOSE LOERA DEL RIO
DISCIPLINARY AREA /CAREER: COMUNICATION (BASIC COMPONENT) TEACHER (S) NAME: PROF.JACKELINE VILLARREAL PENA
PROF.EDGAR LIMON.
MTRA.CONSUELO RANGEL GARCIA.
MTRA. NORA MORENO GARZON
SEMESTER: I I SEMESTER ELABORATION DATE: 01/09/2019
APLICATION PERIOD: February 5th to March 6th NUMBER OF ESTIMATED HOURS: 12 HOURS
APRENDIZAJES CLAVE/FORMATIVE INTENTION
EJE Comunicate and interact with others COMPONENT: Communication and interpersonal relationships
DISCIPLINARY AXIS Collaborative work in classroom SPECIFIC CONTENT: Our Past
 DOSIFICACIÓN/PLANNING
75% 25%
Expected
Evidence of
G.C D.C. Content Skills Attitudes Learnings Class
learning HSE Reinforcement
outcome hours

Students are
4.-The required to
students use verb to
listens, Grammar: be in past,
4. Produces Subject’s
interprets -Regular and .Recognize grammar past simple,
texts based reinforcement.
and irregular verbs. structure, in its
on the -How . Identify regular and Construye T
communicat Students will affirmative
Collaborative
normative much/how irregular verbs communicate, negative and Valentine’s Autorregulació
es work.
use of the many Use vocabulary interact, and interrogative Card. n
messages
language, .Verb to be in Describe personal collaborate with form. Interview. Porque me
relevant to Context
considering past information oral and others. Learn Glossary. 12 hours hablan de
different -Simple Past writing. situation
the intention Regular and Time Line. emociones en application.
context by -Last time irregular
and la escuela?
using expressions. verbs.
communicat Digital skills
appropriate Past time
ive situation
means, expressions.
codes and -How
tools much/how
many

FIRST PARCIAL
 SECUENCIA DIDÁCTICA
Subject Purpose:
Student will use the elements of language to express the activities they are doing now, in the past, to share personal information
from other people with simple phrases and task that required simple and direct exchange of information of their environment and immediate needs. In
addition, they will continue practicing the language skills to achieve an efficient interaction with the students and to promote the collaborative work with
others.

Lesson plan purpose:

The student will learn vocabulary based on social events attended in their community. They will talk about the activities they enjoyed with their family and friends, taking
conscience through lived experiences that have really impacted their lives, to promote the collaborative work with others.
EVALUATION Percentage
Class hours LEARNING EVIDENCE
ACTIVITIES INSTRUMENT
The teacher will introduce himself, he will present the content of the program and the
way to work. In order to, practice the language and have an idea about the student’s
Openning previous knowledge, they will work with a partner and answer an exercise where they
will practice with the verb “to be” and the simple present learned during the previous
Checklist
semester. Valentine’s day card
Through brainstorming, the students will comment about characteristics of such using the verb “to be” (autoevaluation) 1
3
Developme structures. Teacher will give students some copies about verb to be and simple and simple present.
sessions nt present, once they have finished with the exercise, through coevaluation classmates
will check their answers.

Valentine’s day being an upcoming event, the students will have the opportunity to
Closure practice their knowledge writing a card to a close friend using the verb “to be” and the
simple present.
Now the teacher will apply the next Diagnostic Test

“Travel in the time”.

3
sessions The teacher gives the next instructions to the students:
Introduce yourself and fill the blanks below:
Today’s date is:_______
 My name is:___________
I am ________________ years old
I live in__________________
I live with__________________
My favorites things to do are:_________________
I feel:____________________-.

Openning
Now your job is to introduce with the same person as would you were ten years ago.

The date ten years ago is:_____________

Classmate Checklist 1
My name is:_____________________ Interview (heteroevaluation)
I was ________________ years old
I lived in__________________
I lived with__________________
I felt:____________________-.
What memories surfaced? Were you in a good spot or bad one?

To introduce the students into the verb “to be” in the past, the teacher will write a list
of sentences in the board such as: “I was at school yesterday” and “Children were
alone at home.” The students should be able to distinguish the use of the verb “to be.”
In groups of three, the students will be asked to talk about what they were doing a
previous day using the verb “to be.”
The students individually will investigate the structure of the verb “to be” in the past
and will write it in their notebooks and should make sure they are using affirmative, Checklist 1.5
negative and interrogative format. Worksheets (coevaluation)
Developme
Now in pairs, the students will work on an exercise that they will have to write in the
nt
correct form. For example “night/here/wasn’t/She/last.” (they must reorder the words)
The teacher will give a list of last time expressions were they would have to write them
in Spanish and practice their pronunciation.
Teacher will give a worksheets to students (they will form teams of 4-5) they will
complete a dialogue, the dialogue is between a customer and a shop assistant.
To practice English students should write a conversation using the previous dialogue
as a model, and make a role play. They should use how much and how many, to
show they know how to ask for the products they need in different situations.
In order for the students to continue practicing their English, they will make an
interview to different classmates using a table in their textbooks that will ask what they
Clousure have done during different time. With this exercise they will reinforce what they
learned during the previous exercise.
 Furthermore, to test their knowledge the students will listen to an audio and answer a
series of questions located in their textbooks.
The teacher will show the students some images of activities and they should
distinguish what is being done. This will help the students to remember the use of
Openning previous learned verbs. In a volunteer form, the students will go up to the board and
write what is being done in the images shown by the teacher. They will then write
what they remember about the use of the verb in past tense in their notebooks.
Students will show their knowledges of verbs answering a quiz, they will complete the
verbs in past tense
The teacher will hand out a grammar box were they will observe the grammatical rules
for both types of verbs (regular and irregular verbs). Once they are given the exercise, Rubric
the students will comment the different verbs and choose the most creative way of
(heteroevaluation) 1
representing what the verbs shown are doing. Glossary
Deveolpme
3 nt The students will then read a dialog and will then need to underline the verb that is
used in past tense, writing an “R” under the verb that is regular and an “I” under the
sessions irregular verbs. They will then compare grammar structure and discuss their answers
with the teacher. Once they finish, they will choose five verbs of the previous dialogue
and write a sentence in a different context.
To reinforcement the regular and irregular verbs, teacher will handle to students
copies with crossword, word search and letter soups.
At the end of the class students will play scrabble of verbs.
The students will turn in a glossary where they will represent with an image at least 20 Story Checklist
verbs. The glossary should use the verbs in present, past and write it in a sentence of (heteroevaluation) 1
Clousure each of them.
In teams of four people, students will create a story in past tense, they will present it to
the class. The story should have a reflexion, they will use an imagen and describe it.

With the use of a computer and a projector, the teacher will show the students social
Openning events such as Birthday parties, Weddings, Anniversary, etc. The students will be
asked to mention the events in English practicing pronunciation. To practice
knowledge the students will be asked to explain which event is their favorite and why.
The teacher will ask the students to make groups of three, handing them copies of the
structure of the simple past. In groups, they will discuss the characteristics of the
3 structure in their three forms (af, neg. and int). Later, they will realize different Checklist
Devolpment
Project exercises where they will use the structure to write a sentence. Timeline (heteroevaluation) 1
The students will read and listen to a biography about “Oprah!” if it is necessary, the
students will have to read the article again and complete a timeline with the correct
year or milestone.
Like a homework the teacher asks students to write a diary,(past tense) they should
write for a week,answering just the next question: What was the best part of your
day? Diary
 Using the previous exercise of the timeline about the article “Oprah” as a model, the
student will have to write a time line about their life. Starting with the year they were 1
Clousure born and end with this year.(this will be the transverality with LEOy E)
Students will be evaluated with an exam, its score is 2.5
REQUERIMIENTOS
1. Dictionary
2. Magazines
Material y equipo didáctico 3. Computers
4.Workbook
5.
1. Jack, R., (1990), New Interchange, (First edition), Australia, Cambridge University
Bibliography 2. Beatriz B. Diaz, Ronna Magy, Federico Salas-Isnardi (2010)Future Intro English for Results, Pearson Education
3 .Miguel Angel Argueta, Alejandro Gil Cruz(marzo 2016), Evolution 1. Grupo editorial Mx
4.
5.

OBSERVACIONES /OBSERVATIONS
1.
2.
3.
4.
5.

NOMBRE Y FIRMA

Docente Coordinador Académico Director del plantel Presidente de academia