PLANEACIÓN BIMESTRAL

LICEO DE LOS TUXTLAS CLAVE: 30PES0272G LOCATION: San Andrés Tuxtla, Ver. DATE: January 19th – March 9th Total sessions: 6

Teacher: Sandra Gehiry Armenta Romero Subject: English Level: First Grade Secondary School Unit 4A Time:3 weeks Number of students
in class: 10
Social practice: Understand and produce oral exchanges related to leisure situations Topic: Enjoying my free time

Environment: Familiar and community Specific competency: Exchange likes and dislikes in a dialogue

Competency for life: Permanent learning Outgoing profile: The student acquires basic skills in order to communicate in English language.

Curricular standards
Achievements Procedure Product
Unit purpose to work
• Identifies and Opening: COMPREHENSION EXHIBITION
distinguishes types DOING WITH THE LANGUAGE ASK; what do you like doing in your free time?/What does your Use strategies such as skimming and scanning to ABOUT A
Check a Science topic in diverse interpret texts.
of sentences that sources. best friend like doing?/Do you like singing?/What kind of music do Distinguish main ideas from ideas that expand, SCIENCE TOPIC
express main ideas • Select illustrated texts about a you like? explain or exemplify them. ––Choose a
scientific topic.
within paragraphs, • Activate previous knowledge. scientific topic to
using previously • Identify topic, purpose and intended PRODUCTION present a graphic
audience. Speaking
established goals. • Examine graphic and text Body: exhibition.
 Participate in exchanges on everyday topics
components.  Students make a Mind Map related to free time activities and and familiar environments.
––Read texts and
• Recognize textual organization.
• Uses various write them on the board.  Have a range of strategies to open, keep, and classify the
strategies in order to Understand the general meaning and
main ideas in diverse texts.
 There are different forms used to express like and dislikes about close simple interactions on familiar topics or information.
point out relevant • Read texts from diverse sources. activities (e.g. I like to swim / I like swimming). Point out that a personal interest. ––Rewrite the
information. Anticipate the general meaning gerund is a verb with an –ing ending to form a noun.  Use strategies for collaborative dialogues to classified
• Detect new words. solve daily tasks.
• Identify key ideas in paragraphs  Students read texts where they recognize and comprehend the  Use strategies to formulate, pick up the
information to make
• Selects information • Distinguish the types of sentences
grammar used. conversation, check understanding, and
notes for the
used to express key ideas and back-up
in order to rewrite information.  Students increase their vocabulary about leisure activities. collaborate in the development of the presentation.
and paraphrase • Use diverse strategies to point out
 Students make a survey in order to identify the kind of questions conversation. ––Produce posters
relevant information.
sentences. • Classify information based on students have in exams: multiple choice, open-ended questions,  Join short structures and expressions together with illustrations
purpose. to form sequences of ideas. (photographs, maps,
closed-ended questions. Explain by giving examples.  Give details to enrich the message.
• Organizes Rewrite information.  A game (Hangman) is played in order to reinforce, learn leisure drawings, charts,
• Select previously classified  Use paraphrasing to convey abstract concepts
sentences to activities. or express meanings of unknown words.
etc.) to support the
information.
make a paragraph.  Formulate expressions to invite others to join notes contents.
• Complete sentences with key ideas  Also, students learn vocabulary related to sports.
from a text. the conversation. ––Edit the notes and
• Add information to key ideas of
• Points out and sentences to exemplify,  Ask questions to get more detailed information rewrite them on a
clarifies doubts in support or enrich them. in an interaction. card taking into
• Formulate and write questions
1
order to edit notes. concerning the information in a text.
• Order words to construct sentences
Students make an interview using like/dislike phrases.
that answer questions.
• Paraphrase sentences in order to
rewrite them.
• Rewrite sentences.
• Order rewritten sentences to
articulate them and form paragraphs.
• Choose paragraphs to construct
notes.
• Write notes to fill-in cards.
• Check cards to present a graphic
exhibition.
Edit notes with the teacher’s
guidance.
• Check the use of punctuation and
spelling conventions.
• Mark and clarify doubts.
• Detect mistakes and correct them.
• Write final version.
KNOWING ABOUT THE
LANGUAGE
• Text organization patterns.
• Repertoire of words necessary for
this social practice of the language.
• Composition of expressions.
• Relative pronouns (e.g., who, that,
which).
• Connectives (e.g., because, as for,
despite).
• Verbs: modals, phrasal.
• Verb forms: passive.
• Differences between British and
American variants: -l-/-ll- (e.g.,
canceled, cancelled, etc.).
• Punctuation: period, colon,
indentation.
BEING THROUGH THE
LANGUAGE
• Show willingness to learn to learn.
• Make efforts and dialogue to reach
common goals.
• Take action and favorable decisions
about our environment
Closure: account the font size
Writing so the content can be
 Write short and structured texts related to
familiar topics or personal interest.
easily read.
 Give some details to complement the text. ––Decide the order
in which every chart
 Use linguistic strategies to organize and
highlight information will be presented
 Adjust tone and style to the addressee. with its respective
 Create alternative ways to express a similar informative card.
meaning.
––Display the
 Use strategies to plan and edit written texts.
 Manage a repertoire of words and structures
exhibition to a
selected audience in
with canonical composition and conventional
writing. a previously agreed
 Use a range of structures to open and end texts. place.
 Show conventional use of common punctuation
marks.
MULTIMODALITY
 Identify some conventions of audiovisual
media, for example, sound effects,
 camera angle, among others.
 Identify differences between graphic and
textual symbology of similar situations.
 Use visual resources to complement the general
meaning of oral and written
 texts.
 Associate body and visual language with oral
language.
 Infer topic and addressee of outlines through
graphic or textual components..
2
 LISTA DE COTEJO
First Grade Secondary School
UNIT 4A
PRODUCT
INTERVIEW

TEAM NUMBER: __________________ DATE: ____________________________________________________________________

NAME OF TEAM MEMBERS:____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________

No. ASPECTS YES NO

1 Use verbs like and dislikes.

2 Use of appropriate vocabulary.

3 Choose an specific topic for the interview.

4 Have a good pronunciation.

3
 PLANEACIÓN BIMESTRAL
LICEO DE LOS TUXTLAS
CLAVE: 30PES0272G LOCATION: San Andrés Tuxtla, Ver. DATE: January 19th – March 9th Total sessions: 9
Number of students
Teacher: Sandra Gehiry Armenta Romero Subject: English Level: First Grade Secondary School Unit 4B Time:3 weeks in class: 10
Social practice: Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries Topic: Enjoying my free time

Environment: Literary and ludic Specific competency: Read and sing songs in order to identify human values in English-speaking countries and Mexico

Competency for life: Permanent learning Outgoing profile: The student acquires basic skills in order to communicate in English language.

Curricular standards
Achievements Procedure Product
Unit purpose to work
• Identifies and Opening: COMPREHENSION RECITAL
distinguishes types DOING WITH THE LANGUAGE ASK: What are their favourite songs in English?/What kind of Use strategies such as skimming and scanning to ––Select the songs.
Check songs that reflect human interpret texts.
of sentences that values. songs do they like? Distinguish main ideas from ideas that expand,
––Understand
express main ideas • Select songs based on key words. content of songs.
• Recognize text distribution of songs.
explain or exemplify them.
within paragraphs, • Determine topic and intended ––Locate key words
using previously audience. Body: PRODUCTION in verses and chorus.
established goals. Understand the general meaning and  In pairs, students make a rhyming poem using the anagram: Speaking ––Read lyrics along
 Participate in exchanges on everyday topics
main ideas in songs. “SONG” about any topic they choose. Remind them to use and familiar environments.
with the music.
• Anticipate content.
• Uses various • Use diverse comprehension rhyming words.  Have a range of strategies to open, keep, and ––Listen to the song
strategies in order to strategies.
• Clarify meaning of words.
 Students identify music genres like: pop/patriotic/romantic/rock. close simple interactions on familiar topics or in order to follow
point out relevant • Identify explicit and implicit  Students read an old, patriotic song about the Old Berets and personal interest. rhythm.
information. information.
look for specific word in the dictionary, students remind the use  Use strategies for collaborative dialogues to ––Intonate the song
• Identify key words in stanzas and solve daily tasks.
chorus. of dictionary. Teach students about the Old Berets: The United at the speed of
 Use strategies to formulate, pick up the
• Selects information • Distinguish language features.
States Army Special Forces, colloquially known as the Green conversation, check understanding, and
music.
• Formulate and answer questions
in order to rewrite about the content. Berets due to their distinctive service headgear, are a special collaborate in the development of the ––Check intonation
and paraphrase • Compare how human values are conversation. in English while
expressed in songs of English
operations force tasked with five primary missions. Founded:
sentences. speaking countries and of Mexico. June 19, 1952 by John F. Kennedy. De Oppresso Liber. North  Join short structures and expressions together singing.
Carolina, USA. to form sequences of ideas. ––Determine place,
• Organizes
Listen to and sing songs.  Give details to enrich the message.
• Recognize combination of words  Use of mime verbs seen so far in the unit  Use paraphrasing to convey abstract concepts
date and audience
sentences to and the sounds they represent.
 Skim a text before attempting the task. Ask what the text is or express meanings of unknown words.
for which the
• Detect rhythm, speed and intonation.
make a paragraph. • Follow the chorus and recite the about, and what the main idea is.  Formulate expressions to invite others to join songs will be
lyrics. the conversation. interpreted.
• Write down verses and/or chorus.
• Points out and • Sing songs with and without the help  Ask questions to get more detailed information ––Perform recital to
clarifies doubts in of written lyrics. in an interaction. the selected audience
4
order to edit notes. KNOWING ABOUT THE
LANGUAGE
Topic, purpose and audience.
• Text distribution: verses, stanzas and
chorus.
• Acoustic features.
• Repertoire of words necessary for
this social practice of the language.
• Verb tenses: progressive forms, past.
• Verb forms: past participle.
• Antonyms.
• Nouns: singular/plural, compound.
• Punctuation.
• Upper and lower case letters.
BEING THROUGH THE
LANGUAGE
• Appreciate songs as a reflection of
emotions, feelings and nature.
• Show interest in other peoples and
cultures.
• Promote collective efforts in a
cultural expression.
Closure:
Students dress for a recital. Remind them of having a nice attitude
and to be enthusiastic.
They present the recital to the audience invited.
Writing at the planned place
 Write short and structured texts related to and date.
familiar topics or personal interest.
 Give some details to complement the text.
 Use linguistic strategies to organize and
highlight information
 Adjust tone and style to the addressee.
 Create alternative ways to express a similar
meaning.
 Use strategies to plan and edit written texts.
 Manage a repertoire of words and structures
with canonical composition and conventional
writing.
 Use a range of structures to open and end texts.
 Show conventional use of common punctuation
marks.
MULTIMODALITY
 Identify some conventions of audiovisual
media, for example, sound effects,
 camera angle, among others.
 Identify differences between graphic and
textual symbology of similar situations.
 Use visual resources to complement the general
meaning of oral and written
 texts.
 Associate body and visual language with oral
language.
 Infer topic and addressee of outlines through
graphic or textual components..
5
 LISTA DE COTEJO
First Grade Secondary School
UNIT 4B
PRODUCT
RECITAL

TEAM NUMBER: __________________ DATE: ____________________________________________________________________

NAME OF TEAM MEMBERS:____________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________________________

No. ASPECTS YES NO

1 Write a list of songs.

2 Look up the unknown words in the dictionary.

3 Practice pronunciation and rhythm.

4 Get dressed appropriately for the performance.

5 Set a place and time for the performance.