PLANTEL: PIEDRAS NEGRAS y CECYTEC PIEDRAS NEGRAS-NTE
WORK CENTER KEY/ CCT: 05ETC0019Z / 05ETC0037P
SUBJECT/MODULE/ SUBMODULE:
DISCIPLINARY AREA / CAREER:
SEMESTER:
APPLICATION PERIOD:
EJE/ DISCIPLILNARY AXIS
CORE CONTENT
ENGLISH IV – DIDACTIC SEQUENCE No. 1
BASIC COMPONENT
GENERAL TOPIC:
Asig. o CD
MAKING DESICIONS
MATH
Deferential calculus
EXPERIMENTAL
INTEGRATING PROYECT: SCIENCES Ecology/ Physics I
ENGLISH IV
TRANSVERSALITY
COMMUNICATION
HUMANITIES
Philosophy topics
Academia de
Ingles regional
BASIC COMPONENT TEACHER’S NAME: Academia de Ingles Región Norte
4 ELABORATION DATE: JANUARY 9TH, 2019
JAN 28TH – MAR 1ST, 2019 LENGTH (HRS): 12 HRS
APRENDIZAJES CLAVE/ FORMATIVE INTENTION
Reading, writing and oral production as learning
sources and abilities practice. The importance of
Reading, writing, listening and speaking. COMPONENTE/ COMPONENT
reading to writing production. Listening to different
opinions.
The importance of language and grammar role in CONTENIDOS ESPECÍFICOS/
. Taking difficult decisions.
it. SPECIFIC CONTENT
 DOSIFICACIÓN/ PLANNING
CD O 75% 25%
CG/
CP/ Productos
GENERI Aprendizajes Horas
DISCIPLI Conocimientos / Esperados/
C Habilidades /skills Actitudes/ attitudes Esperados/ clases/
HSE/ social- Reforzamiento/
NARY Learning content. learning class
COMPET specific content emotional abilities. reinforcement.
COMPET outcome core
ENCE
ENCE hrs
CG4.2 3
Student
listens, CDBC4.
interprets Produces
, and texts based 3
communi on the *Students use
normative zero and first
cates
message
use of the
language,
 Zero conditionals conditionals to *Communicate
 1st conditionals Develop objectivity to express with others using
relevant considering 3
the express opinion opinions of accurate
to
intention
 Tag questions Habilidad General:/ based on facts and expressions of
different specific Collaborative
and  Question forms general skills: possibilities. situations. zero and first
work.
contexts communicat Autoconciencia/ conditionals as
*Students are 3 Construye-T
by using ive
selfconscience: well as tag
situation. Out-stand the values able to give Programme Application: Context situation
appropria questions.
. Self-knowledge of expressing opinion opinions using Conoce-T. application.
te CBC1. *Read and wirte
Self-Knowledge Ability.
Habilidad Específica:/ on specific situations. present tense about making
means, Identifies Expressing
codes and Specific skills: and ‘will’ in difficult decisions
Make ‘tag questions’ Opinions.
and interpretes Self-perception/ different in their lives.
the general
assertiveness to confirm contexts. *Use adjectives to
tools. idea and statements made of *Students clarify express attitudes.
He/she possible
inferences. views with tag
communi developme
cates in a nt of an oral questions.
or written
second message in
language a foreign
in language.
everyday
.
situations
. 12 hrs.
PRIMER PARCIAL/ FIRST PARTIAL EXAM March 6-8th,
2019
 SECUENCIA DIDÁCTICA/ Lesson Planning
Propósito de la de la Asignatura: Purpose of the subject:
By the end of the fourth semester of English the student reads, writes, understands and exchanges information about him/ herself and others according to the context and time he/she is situated,
expressing opinions based on facts or possibilities using different verbs and zero and first conditionals. Clarify points of view using different question forms.

Propósito de la secuencia: / purpose of sequence:

The student describes and compares objects and subjects of similar characteristics; and use of grammatical structures in future tense.
INSTRUMENTO O
EVIDENCIAS DE CRITERIOS DE Ponderación
Hora/clase
APRENDIZAJE/learning EVALUACIÓN/ /percentage
Class hrs. ACTIVIDADES/ activities evidence/ outcomes evaluation
instrument
Opening
 The teacher will apply diagnostic exam and learning style.  Diagnostic test
 Identify verbs (regular/irregular) in present tense. The students play bingo by listening to the .
infinitive form of irregular verbs and matching them to past simple irregular verbs .  Bingo Card.
 Teacher talks about Tag Questions and explain at the students: If the sentence is  Twelve Rules in their
negative, the tag is usually positive, and then the teacher explain principal rules and the notebooks. Check list.
students write in their notebooks.  Sentences in their
notebooks with the
https://web2.uvcs.uvic.ca/elc/studyzone/410/grammar/410-tag-questions.htm zero conditional.
 Teacher gives at the students an introduction about If conditional using examples of experiments
about chemical experiments examples: (Water boils if it reaches 100 degrees Fahrenheit).

Developm  Presents the conversation: _______________________________ and the students identify the  Exercise when they
4 ent tag questions.
(zero use of tag questions.
conditiona  Unit Vocabulary in
l)  Voc: -ed/ -ing adjectives (astonish- embarrass- irritate- reassure- satisfy, etc.) their notebooks.

 Paragraphs about 2.5

 The students read a small paragraph then complete a sentences in their workbooks, with the IF people for Identify
clauses. adjectives and adverb
clauses.
 The teacher explain the 1st conditional and write a small conversation in the board then the
students in teams by two make a similar conversation in their notebooks.  Conversation in the
notebooks.
Closure  Feedback on diagnostic test.
 Identify –ed or –ing adjectives in a paragraph. .
  Sentence completion with If..clauses.

Opening The student will do an investigation about the use of ‘will’. The Teacher will give a presentation
on the same topic example: the weather in our world.

Students make plans for the next Saturday, they use probability about rain, then they make a
draw using a weather symbols.
The students complete exercises in their workbooks with the 1st Conditional: “if…” clauses +
will Lista de cotejo/
Teacher paste a picture in the board then the students, describe people (physically).  Grammar worksheet. check list
The students investigate the unit vocabulary about jobs or occupations.  Communicate with
others using zero and
1st conditions when
Developm  In teams by three students make a investigation about the technology in the year
ent expressing opinions or
4
(fist
2050 then explain using the will and won´t. making decisions.
conditiona  Grammar discussion Future will (answer oral and written questions)the teacher make  Express confirmation
l) some questions about the future and the students answer and write e in their through the use of tag
notebooks. questions.
 Read: Conversations
 Writing: Find someone, student will stand up, and will find different mates to interview,
and short paragraphs
when Teacher says YES, will write his name on a piece of paper. about people.
 Reading: making decisions.  Identify adjectives and 2.5
 Listening: for true (T) or false (F) –jobs related topic. adverb clauses.

Closure  The students work in the Workbook using: Sentence completion with “if…”
clauses the students complete them.
 Students use Role-play conditional situations, then they work in pairs.
Opening  Teacher describe pictures with difficult situations and different jobs, and the students  Communicate with Lista de cotejo/ check
participate in a discussion about what would do “if” found stranded in a difficult others using zero and list 2.5
situation (1st conditional). 1st conditions when
expressing opinions or
 The teacher continues with the tag questions explanation, and then applies an making decisions.
exercise with them.  Express confirmation
 Review question forms. through the use of tag
questions.
4  Read: Conversations
Developm Teacher reads: TO LIVE OR DIE .the students listen and compare opinions
ent and short paragraphs
with partner. about people.
(Tag Students read a paragraph about different jobs, then make a sentences using
questions)  Identify adjectives and
will and won´t.
adverb clauses.
Teacher explain exercise with Adverb clauses (when-as long as- whether, etc)
the students complete a exercise in their workbook.
Teacher make in the board a small exercise with negative and affirmative tag
 Partial exam. 2.5%
questions then the students complete.
 Closure  Exercise positive/ negative tags
 Exercise present/ past future tense tags
 Exercise tag questions with modals.

REQUERIMIENTOS/ requirements
1.Books/ Notebook/ copies
2. Projector
School material 3. Computer
4. speakers
5. markers- whiteboard
1. www.esltower.com
2. Breakthrough Plus 4 (M. Craven- MacMillan) & Great Action 4 (V. Sadzhuya- Progreso Ed.)
3. Syllabus Basic Component CCF of Higher Secondary Education
4. Academic Agreement from Secretarial Program, No. 653
Bibliography
5.
6.
7.
8.
9.
10.

OBSERVACIONES /OBSERVATIONS
1. Adecuación de los primeros 2 temas para introducir segundo parcial. (Zero / First Conditionals en lugar de Passive Voice).
2.
3.
4.
5.
6.
7.
8.
9.
10.

NOMBRE Y FIRMA
Docente Coordinador Académico Director del plantel Presidente de academia