Asignatura: ENGLISH

SUPERVISIÓN ESCOLAR DE SECUNDARIAS TÉCNICAS PRIMER PERÍODO

Unidad / bloque: 1 Grado: 1 ZONA N°6 REGIÓN 13
Secuencia de CICLO ESCOLAR 2019-2020 Nombre del Profesor (a):
Aprendizaje:Exchanges views ESCUELA SECUNDARIA TÉCNICA Nº 74
of a community“Profra.
service. Elvira Guerra Cantú” LUIS EDUARDO SÀNCHEZ GARAY
Campo P L A N E A C :I Ó
de Formación: LANGUAGE
N D IAND
DÁCT ICA
COMMUNICATIONS Turno: MATUTINO

Collection of evidence: Information about a service.

Social Practice: Exchanges views of a community service.
Environment: Family and community

CONCEPTUALES PROCEDIMENTALES ACTITUDINALES

(SABER)
Knowing about the language
• Topic, purpose and intended audience.
• Context clues: environment sounds, background noise, relationship
between participants, attitudes, etc.
• Form of communication: on-site, distance.
• Structure of dialogue, opening, body, closure.
• Speech register.
• Repertoire of words necessary for this social practice of the
language.
• Composition of expressions.
• Similarities and differences between the mother tongue and English
language.
• Acoustic features: tone, intonation and pronunciation.
• Sentence types.
• Connectors (e.g., if, then, and, because).
• Verbs: modals.
(SABER HACER) (SABER SER)
Doing with the language Being through the language
Listen and check a dialogue about the performance of community
service.
• Recognize topic and purpose. • Participate appropriately during oral exchanges.
• Discriminate environment sounds and background noise.
• Identify form of communication. • Foster confidence within interpersonal relationships.
• Distinguish between intonation and attitude.
• Establish the relationship between participants.
Understand the general meaning and main ideas.
• Activate previous knowledge.
• Find out the meaning of words.
• Predict the general meaning.
• Distinguish composition of expressions.
• Identify words used to link ideas.
• Find key words.
• Recognize the behavior of speakers and listeners that support the
meaning construction.
• Determine sequence of statements (for example: description,
instruction, etc.).
Exchange information about the performance of community
Service.
• Choose a suitable word repertoire.
• Use an appropriate speech register based on the addressee.
• Write sentences.
• Read sentences to practice pronunciation.
• Organize sentences to establish turns of participation.
• Include relevant details and interesting information.
• Establish tone and intonation of sentences.
• Formulate and answer questions to give and request information.
• Start a dialogue with the help of written guidelines.
• Adjust volume and speed.
 FECHA Y ESTRATEGIAS Y ACTIVIDADES DE ACTIVIDADES Estándares
TEMA Nº DE COMPETENCIAS ENSEÑANZA DE APRENDIZAJE PRODUCTOS Aprendizajes Curriculares
Sub- SEÓN A (DEL PROFESOR) (DEL ALUMNO) A EVALUAR Esperados a reforzar
tema DESARROLLAR
 Product 1: Listening activities Achievements Curricular
Set the classroom rules, establish grading Acting-out a dialogue objectives
Communicative
percentages and the materials to be used.
activity –Choose a classmate to act-out a dialogue Speaking
Placement test.
about
Explain with some examples what is a providing services. activities
dialogue and how the project should be  Listen to and
done. ––Choose the community service about which
information is to be exchanged. Reading activities understand • Exchange
Explain with some examples and excercises: dialogues views about
• Identifying and exchanging information about ––Decide roles and turns of participation. Written activities about a service.
routines and current activities in a job. services.
• Making polite requests and asking permission ––Write sentences to give and receive
• Context clues: environment sounds, background information. Sentences and
noise, relationship between participants, attitudes, etc.  Identify the
• Recognize speakers´ actions that support meaning. ––Check that sentences are understood when statements main idea in a
• Form of communication: on-site, distance. spoken and listened to.
text.
• Structure of dialogue, opening, body, closure.
––Practice sentences. written, • Exchanges
• Speech register.
• Repertoire of words necessary for this social practice associated
Exchanges of the language. ––List of questions to ask for and give punctuation ,
 Learn to with specific
• Composition of expressions. information.
Acting-out associated with purposes.
• Similarities and differences between the mother exchange
a dialogue specific purposes. grammar, and
tongue and English information
language. ––Participate in brief dialogues.
about
• Acoustic features: tone, intonation and pronunciation. spelling.
• Sentence types. services.
• Connectors (e.g., if, then, and, because). ––Perform the dialogue.
• Verbs: modals.
Table with
 Act out
. Routines.
. Jobs information about dialogues
. Current activities. about services
. Making polite requests.
a community around town.
Guide the ss. to do their project, and monitor their
progress regarding an initial point. service.

Letter of inquiry.
Ask ss. to present their projects.
** EXTRA ACTIVITY
** EXTRA ACTIVITY Product 1:
( according to an American holiday they will do an
activity)
Acting-out a
dialogue (Role-
play)

** EXTRA ACTIVITY
 Script for a silent short film
Collection of evidence: Information to Compose Dialogues
Social Practice:Compose Dialogues and interventions for a silent short film
Environment: Family and community

CONCEPTUALES PROCEDIMENTALES ACTITUDINALES

(SABER) (SABER HACER) (SABER SER)
Knowing about the language Doing with the language Being through the language
Explore a silent film.
• Identify topic, purpose, and intended audience.
• Establish setting(s) where the action takes place. • Value cinema as a means to reflect emotions and experiences of people
• Identify different characters. and their culture.
• Genre, topic, purpose, and intended audience. • Identify non-verbal language.
• Identify the relationship between settings, actions, and sound effects. • Appreciate cultural expressions particular to the English language.
• Contextual clues.
• Non-verbal language. • Determine the intention of actions (e.g., funny, melodramatic, tragic, etc.).
• Know particular values and patterns of behavior of people from English speaking
• Determine nature of actions. Understand the general meaning and main ideas.
• Anticipate the general meaning and main ideas. countries.
• Elements of a movie script.
• Repertoire of words necessary for this social practice of the language. • Identify structure.
• Acoustic features. • Clarify the name of unknown objects, actions, or concepts.
• Types of sentences. • Establish genre (e.g., comedy, melodrama, and suspense).
• Adverbs. • Formulate questions to understand content.
• Connectors. • Answer questions to describe motivations, hopes, aspirations and/or
• Modal verbs. ambitions.
• Describe people and objects. Produce dialogues and interventions for a silent short film.
• Genres. • Suggest sentences to write dialogues and interventions.
• Motivations, hopes, desires. • Organize sentences into sequences to form dialogues.
• Write dialogues and interventions.
• Include examples, relevant details, and interesting information.
• Use linguistic resources to link sentences together (e.g., since, before,
as, so that, etc.) and/or rephrase expressions.
• Read dialogues aloud in order to adjust verbal and non-verbal language
according to a specific audience (e.g., youngsters and adults).
• Adjust volume and speed.
• Make the dubbing of dialogues and interventions.

PLANEACIÓN DIDÁCTICA
 FECHA Y ACTIVIDADES DE ACTIVIDADES Estándares
TEMA Nº DE COMPETENCIAS ENSEÑANZA DE APRENDIZAJE PRODUCTOS Aprendizajes Curriculares a
Sub-tema SESIÓN A (POR EL PROFESOR) (POR EL ALUMNO) A EVALUAR Esperados reforzar
DESARROLLAR
Communicative Script for a silent short film Achievements Curricular Objectives
––Identifying and describing people and objects. NOTEBOOK ACT.
activity ––Describing events in detail.
EXPLAIN USING SOME ––Identifying and using elements of a movie • Exchanges associated
EXAMPLES THE script. BOOK ACTIVITIES • Review the with media.
FOLLOWING: ––Revise silent short films. characteristics of
––Differentiate characters. LISTENING short films.
––Distinguish non-verbal language.
• Genre, topic, purpose, and ––Determine nature of actions. • Learn to identify •Compose dialogues for a
intended audience. –– Understand the general sense and main SPEAKING the general sense short film.
• Contextual clues. ideas. and main ideas in
• Determine nature of actions. ––Monitor oral comprehension. short films.
• Elements of a movie script.
READING
––Clarify the names of objects, actions and
• Non-verbal language. concepts. • Write lines and
Exchanges • Repertoire of words –– Write lines and dialogues. WRITING ACT. dialogues for short
associated with necessary for this social –– Use connectors to link sentences. films.
practice of the language. –– Describe motivations, hopes, desires and/or Chart with sentences
media. • Acoustic features. ambitions, using expressions to shade them.
• Types of sentences. –– Order sentences into sequences to form to compose
Script for • Adverbs and adjectives. dialogues. dialogues.
• Connectors. –– Adjust verbal and non-verbal language
a silent • Modal verbs. according to a specific audience. Anecdotal record.
short film • Genres. –– Adequate volume and speed.
• Motivations, hopes, desires. ––Register lines and dialogues in a script format.
Monitor oral comprehension. ––Perform dialogues. Script with dialogues
Guide the students to do the –– Offer and receive feedback.
project.
PRODUCT 2:
Script for a
silent short film