PLANTEL: “ROQUE GONZALEZ GARZA”

CCT: 05ETC0002Z
DIDÁCTIC SEQUENCE No. 2

BASIC COMPONENT
Asig. o CD GENERAL TOPIC:
Maath

Experimental
Sciences
INTEGRATING PROJECT:
SUBJECT/ MODULE/SUBMODULE ENGLISH II INGLES, LEOyE,
(TRANSVERSALITY) Communication
TICS(SYNONYMS AND
ANTONYMS)
Humanities

Social Science
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: II SEMESTER ELABORATION DATE: 01/09/2019
APLICATION PERIOD: March 9 to April 10 LENGHT HRS: 12 HOURS
APRENDIZAJES CLAVE/FORMATIVE INTENTION
EJE/DISCIPLINARY AXIS Comunicate and interact with others COMPONENTE/COMPONENT Communication and interpersonal relationships
CONTENIDOS
CENTRAL CONTENT Collaborative work in classroom Our Experiences
ESPECÍFICOS/SPECIFIC CONTENT
 DOSIFICACIÓN
75% 25%
Expected Expected
Knowledges/Lea HSE/social
G.C D.C. Skills Attitudes Learnings/speci products/learni Class
rning content emotional Reinforcement
fic content ng outcome hours
abilities

4.-The
students
listens, Students are
interprets Students will required to
4. Produces communicate, learn about
and
texts based interact, and the:
communicat Collaborative
on the collaborate with Used to, to
es Grammar: General skills: Socio others. describe the
Poster work.
normative -Used to Autoregulation
messages emotional skills way he used
use of the -Auxiliary could Paragraph Context
relevant to development Contextualizatio to be in the
language, -Comparative “Mi potencial situation
different n of learning past.
considering adjectives Power Point 12 hours para regular mis application
context by communities
the intention -Superlative
through Comparative emociones”
using adjectives. Mind map Expressing
and student’s and
appropriate opinions
communicat interests and Superlative.
means,
ive situation academic
codes and experiences. -Could
tools
SECOND PARCIAL

SECUENCIA DIDÁCTICA
Subject Purpose:
Student will use the elements of language to express the activities they are doing now, in the past, and to share personal
information from other people with simple phrases that required simple and direct exchange of information of their environment and needs.

Lesson plan purpose:

Students will learn about “used to” to be able to communicate and describe situations that happened in the past, at the same time they will use comparatives and superlatives
adjective to talk about people, places and things.

EVALUATION
Class hours LEARNING EVIDENCE Percentage
ACTIVITIES INSTRUMENT

Teacher starts the class asking students about the things that they used to do when
Openning they were kids, after the student answer, the teacher will ask them to write five
examples about they heard, Once they finish, they should read the sentences, to
practice pronunciation. As a class sentences will be check.
Rubric
In the textbook the students, will read an article about what people used to do 100 Poster
Developme years ago. In this article students will learn how to use this grammar structure. After (autoevaluation) 1
3 nt they read the text, in pairs they will answer some questions about the article.
sessions In groups of four during role playing they will practice pronunciation, by asking and
answering the questions among them.
Students will listen T16 in the textbook and after that, they will look at the images and
they will select the ones related with the audio.
To demonstrate what they learned about “used to”, the students will be asked to do a Worksheets Checklist 1.5
Closure poster, the poster should contain a picture of themselves they show their childhood (Coevaluation)
activities writing under the images sentences using used to.
The teacher using the projector will show images of comparatives and superlatives.
3 The students must identify their characteristics since, they learned last semester.
Openning
sessions The students will read a conversation about Mexico City, then they will fill in the blank
to complete the sentences correctly.
 The students will answer different exercises in the textbook, about comparatives and
superlatives, where they will complete the sentences using the correct form of the
adjectives.
Developme
Students will make a chart to classify a list of adjectives in positive or negative, this
nt Rubric 1
will help them to learn and use some of the adjectives that describes characteristic of Paragraph
a person, place or thing. (heteroevaluation)
Students will play dice game according to superlatives to reinforce them.
To accomplish transversality with LEOyE students, will changes a list of comparatives
and superlatives in synonyms and antonyms.
In pairs students will write a paragraph (25-35 words) comparing the place where they
live with a place they would like to visit, They should bring to class a picture of both
Clousure places, and describe their city and the place they would like to go. Venn diagram Checklist
The teacher will explain about the venn diagram, he will draw one in the board and as
a group students will complete it. (heteroevaluation) 1
As a learning evidence, students in groups of 4 people should make a venn diagram
and present it to the class, teacher will suggest some topics like: places, relatives,
food or meal, fashions, kind of music, gadgets, sports, etc.

The teacher will start the class reading a small telephone conversation. Students
should identify what is the conversation about. After that, teacher will write some
Openning statements about the conversation in the board, students should write them down in
their notebooks to answers with True or False according with the reading, in pair will
check the answers
3 In the text book students will answer some exercise about the use of “could”, teacher
sessions will explain that could can be used to talk about requests or possibilities, giving some Exposition Checklist
Developme examples of both. Students will identify if the use of “could” is for request or possibility. (coevaluation) 1
nt
In a serie of staments.
In pairs, students will make an exposition explaining their understanding about the use
Clousure of “could” on a daily basis.
Teacher will give to students worksheets to practice could.
Teacher will ask students to write five things they did the day before. This will help
Openning them to remember the use of the simple past.
In a volunteer manner, the students will write their sentences in the board and as a
class both teacher and students will check and determined if the sentences are
correct.
3
sessions In the textbook students will listen to T10 “Some Time Ago!” and answer the questions Checklist
that follow. (heteroevaluation) 1
Students will work on the exercise “Writing Practice”, they should reorder the words to Graphic story
Developme form a correct sentence.
nt Students will change the previous sentences into negative, affirmative and question
form.
 Students will read them to practice pronunciation.
Students will realize activities in worksheets like crossword, story order, complete
sentences, to practice the past tense and reinforcement their knowledges. 1
Teacher will ask students to form teams of four to make a graphic story, teacher will
Checklist
give students a work sheet where they need to cut phrases and reorder to form a Mind Map
story, next, they need to draw a picture related to the phrase, and paste the phrases (coevaluation)
that correspond to the draw at the end the students will read the story. In the same
story, the students should underline regular and irregular verbs.
To demonstrate their knowledges of the simple past, students individually will make a
mind map on a double letter sheet about his or her stay in the last trip he/she took, in
Clousure the map they will show, the place he/she visited, where did he/she go, what did
he/she visit, what did he/she buy and what did he/she see.
REQUERIMIENTOS
1. notebook
2. projector
Material y equipo didáctico 3. Computers
4.Workbook
5. copies
1. Jack, R., (1990), New Interchange, (First edition), Australia, Cambridge Universit
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.
Bibliography
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OBSERVACIONES
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NOMBRE Y FIRMA

Docente Coordinador Académico Director del plantel Presidente de academia