Subsecretaria de Educación Media Superior

Unidad Tecnologica de Educación Media Superior Tecnologíca Agropecuaría y Ciencias del Mar
Subdirección de Enlace Operativo en Hidalgo
Centro de Bachillerato Tecnológico agropecuario N°152
“Lauro L. Méndez”
SECUENCIA DIDÁCTICA No. 2
PERIOD: August 2018- January 2020
A) IDENTIFICATION DATA
General Address: UNIDAD DE EDUCACIÓN MEDIA SUPERIOR TECNOLÓGICA AGROPECUARIA Y CIENCIAS DEL MAR
Institution: CBTa N° 152 “Lauro L. Méndez” Teacher: Ing. Alvaro Pérez Paredes WCC: 13DTA0070I
Semester: First Schedule: morning shift
Subject: Ingles I Career: Tec. Administration
Groups: H, I Number of sessions: 15 hours

Application period: 30 September to 1 November Deadline: 16 August

Purpose of the subject:
By the end of the third semester of English the students read, writes, understands and exchanges information about him/herself and others according to the context and
time he/she situated
Disciplinary Content:
Component:
 Communication and interpersonal
relationships.
 Integration of learning communities
 Contextualization of learning
communities through students'
interests and academic experiences
 The justification of the students’
opinion with an argument.
 The solid construction of one´s
original perspective.
FORMATIVE INTENTION
Main Content:
 Collaborative work in classroom as a
basis for the integration of the
learning community.
 The argumentative writing.
 The original argumentative writing.
Specific content:
 I have a T.V in front of my bed
 My father does not work in the
afternoon.
Learning Outcome:
 Students describe their bedrooms by
using indefinite articles and
vocabulary related to furniture.
 Students talk about things that can be
found in their bedrooms by using
three sentences with there is and
three others using there are. In the
sentences, they also make use of
adjectives, colors, and prepositions of
place to say where things are.
 Students use the structures there is
not and there are not to talk about
things that cannot be found in their
classroom.
 With help of the family tree they
created before, students write ten

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 yes/no questions by using present
simple to know about the other
students' relatives.
 By using present simple, students
write five affirmative sentences and
five negative sentences.
Learning Evidence

Generic competencies:
4. The student listens, interprets, and issues pertinent messages in distinct contexts using appropriate media, codes, and tools

Disciplinary Competency:
10. Identifies and interpret the general idea and possible development of an oral or written message in a second language, using previous knowledge, non-
verbal elements and cultural context.
11. Communicates in a foreign language through a logical speech, oral or written, consistent with the communicative situation.

Habilidades socioemocionales (Programa Construye-T):

Dimensión: Número y nombre de la Lección: Objetivo: Importancia:
Conócete 1.5 El bienestar emocional 1.5 Que el estudiante Identifique la 1.5 Porque les permite tener mayor regulación de sus
importancia de manejar sus emociones y la forma en que estas determinan su experiencia.
Autorregúlate 3.2 Desventajas de dejarse llevar por emociones para experimentar mayor
las emociones bienestar 3.2 Porque favorece el conocimiento de las consecuencias
3.2 Que el estudiante identifique negativas que puede tener sin detenerse actuar
algunas desventajas de reaccionar
impulsivamente

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 Transversalidad de los aprendizajes esperados (proyecto integrador):
Campo disciplinar Matemáticas Ciencias Ciencias Sociales Humanidades Comunicación Componente profesional
Experimentales
Asignatura/ Módulo o Geometría y Lectura Expresión Organiza al personal para
Química II Ingles
submódulo Trigonometría oral y escrita la producción agropecuaria
Aprendizaje esperado

Contenido central

Contenido específico

Elabora una reseña Elabora una reseña del

Producto esperado Elabora una reseña
en ingles perfil organizativo
Calendarización del logro
5 febrero al 8 5 febrero al 8 5 febrero al 8 marzo 2019
de los aprendizajes (No.
marzo 2019 ECA 1 marzo 2019 ECA 1 ECA1
De secuencia y fecha)

Opening activities (3 hours) October, 4

ACTIVITY EVALUATION
C TEACHING LEARNING EVIDENCIA OF EVALUATION TIME
EVALUATION TYPES
(Teacher) (Students) LEARNING INSTRUMENT (MIN)
The teacher develops in class the verb to Have The student learns the particular forms
and verb to go conjugates the verb in the twelveof the verb to have, in affirmative,
Auto evaluation
verbal states, in denial and in question. and negative and interrogative sentences
Notebook notes diagnostic Check list 50
compare the verb to have with the verb to go and compares them with those of the
verb to go. Investigate phrases with the
verb to have.
The teacher develops present interrogative with The student learns to ask the affirmative Notebook notes Formative Check list 50
"do" and compare to have and to go. question using "do and does" in the assessment
The teacher develops an interrogative past with present and "did" in the past.
"did" and compares to have with to go
The teacher develops negative sentences using The student learns to make negative
"do not and does not" in the present and "did sentences using "do not and does not" in Formative
Notebook notes Check list 50
not" in the past. And the denial in future with the present and "did not" in the past. assessment
"will not" And the denial in future with "will not"

ECA2 INGLES I Página 3 de 6

 Development activities (9 hours) October, 11, 18, 25
ACTIVITY EVALUATION
C TEACHING LEARNING EVIDENCIA OF EVALUATION TIME
EVALUATION TYPES
(Teacher) (Students) LEARNING INSTRUMENT (MIN)
The teacher develops the class with an Students learn to use the
Completed paper
indeterminate article and with a specific indeterminate articles "a" and Formative
slip Check list 50 (11)
article "a" and "an" and with "The" "an" and the determined article assessment
"The"
The teacher develops the verbal The student learns to use there is
expression "There is and there are" in for singular and there are for
Formative
English in singular and plural, to make plural and makes affirmative, Notebook notes Check list 50 (11)
assessment
affirmative, negative phrases and negative sentences and
questions questions
The teacher develops the verbal The student learns to use there
expression "There was” and “there were" was for singular and there for
Formative Activity developed
in English in singular and plural, to make plural and makes affirmative, Notebook notes 50 (11)
assessment in class
affirmative, negative phrases and negative phrases and questions
questions
The teacher develops the verbal The student learns to use the
expression "There will be" in English, to There will be for plural and makes Formative
Notebook notes Check list 50 (18)
make affirmative, negative phrases and affirmative, negative phrases and assessment
questions questions
The teacher develops the verbal The student learns to use "There
expression "There is going to be" and is going to be" and “there are
Formative Activity developed
“there are going to be” in English, to make going to be” and makes Notebook notes 50 (18)
assessment in class
affirmative, negative phrases and affirmative, negative phrases and
questions questions
The teacher develops the class with the Students learn to relate the
questions How much? and with How questions How much? and how Formative
Notebook notes Check list 50 (18)
many? and relates them to There is and many? and relate them to There assessment
There are. is and there are

Statements on Formative
Check list 50 (25)
notebook assessment

Sentences on Formative
Check list 50 (25)
notebook assessment

ECA2 INGLES I Página 4 de 6

 Closing Activities (3 hours) November, 1
ACTIVITY EVALUATION
C
TEACHING LEARNING EVIDENCIA OF EVALUATION TIME
EVALUATION TYPES
(Teacher) (Students) LEARNING INSTRUMENT (MIN)
The teacher applies a test to know the grammar
structures with there is and there are. Notebook notes Summative evaluation Check list 50

The teacher applies an oral test for questions

and answers with there is and there are. Sentences on
Notebook notes Summative evaluation 50
notebook

Sentences on
Summative evaluation 50
notebook

ECA2 INGLES I Página 5 de 6

 B) Resources
Equip Material Resources of information
 White board  White Sheets Bibliography:
 White board markers  Staples  A.GHIO.D. (1994). INGLES BASICO A. GHIOD. Miami, Florida.: Continental Printing
 Laptop Computer  Pus pin  Jean Yates. (1997). Domine lo básico INGLES. The United States of America: Barron´s
 Projector Educational Series, Inc.
 Binder Clip
 Speakers  Comercializadora Promojol, S.A de C.V. (2010). Essential English Workbook 3 . Mexico D.F :
 Post it notes
 Printers Grupo Pelmu, S.A de C.V.
 Stapler  Highlighter
 Addison Wesley Longman. (2000). Longman Dictionary of America English. United States of
 Tape dispenser  Correction Pen America: Longman.
 Books English  Scotch tape Web References:
 Hole punch  Masking Tape  English Curse. (2018). Curso de Ingles.com. 6.09.2019, de English Curse Sitio web:
https://www.curso-ingles.com/en/learn/courses/basic-level
 Ejercicios Ingles online . (1998). Ejericios Ingles online. 5.09.2019, de Ingles online Sitio web:
https://www.ejerciciosinglesonline.com/
Normative:
 Gricelda Arvizu Viggiano . (2012). Languaje in Time 1. Naucalpan, Estado Mexico: Talleres
Impresos Paulus S.A de C.V.
 Annete Flavel. (2019). Take the Lead Student´s Book 3. Ciudad de México, México:
Compañia Editorial Ultra, S.A de C.V .

C) VALIDACIÓN
ELABORA: REVISA: AVALA: RECIBE:

ING. ALVARO PEREZ PAREDES ING. EDUARDO GARCIA JIMENEZ M.C JORGE ALEJANDRO SOBREVILLA SOLIS M.C MIGUEL ANTONIO ROMERO LOPEZ

PRESIDENTE DE LA COMISIÓN PRESIDENTE DEL CONSEJO TÉCNICO JEFE DEL DEPARTAMENTO

DOCENTE(S) ACADEMICA ACADÉMICO ACADÉMICO
Y DE COMPETENCIAS

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