Secuencias English I 2011

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A) IDENTIFICACIÓNNombre del plantel/EMSaD:

Nombre del docente:Lic. Ma. Elena Campos Campos

Semestre en el que se imparte la asignatura:1ro. 2do. 3ro. 4to. 5to. 6to.

Grupo:1º.BE, 1º. D, 1º.E, 1º. F, 1º. G

Turno:

Matutino: Vespertino:

Periodo del semestre:(ejemplo: Febrero-junio 2009)

August to December 2011

Nombre de la asignatura osubmódulo:

ENGLISH I

Horas por semana:

3 Hours

Academia:

Humanities

Componente de Formación:

Básica Propedéutica Profesional EMSaD

Programa Institucional

Parcial:1ro. 2do. 3ro.

Curso intersemestral

Número de secuencia:

Sequence 1

Periodo comprendido:

August.8th. to September 2nd.

Página 1

Despliegue y operación de programas de estudioCÓDIGO: FIOXXX-03

No REV: 1

Secuencia Didáctica FECHA: 22/01/10

XX X

Rincón de Tama o

X

X

X



B) INTENCIONES FORMATIVAS

Tema integrador:The human being

Enunciar las Competencias a Desarrollar de acuerdo a la Reforma Integral delBachillerato

(Señalarlas en los espacios de abajo)

Concepto fundamental y subsidiario:

• Who am I? / Where do I live?/ What do I do?

• My description /Describing my town/

Competencia Genérica y atributos: SE EXPRESA Y SE COMUNICA.

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextosmediante la utilización de medios, códigos y herramientas apropiadas.

• Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas ográficas.

•

Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir deellas.

• Se comunica en una segunda lengua en situaciones cotidianas

Competencia Disciplinar:

10. Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito enuna segunda lengua, recurriendo a conocimientos previos, elementos no verbales y contexto

cultural.

Contenidos, temas o competencias específicas: Verb to be,personal pronouns, yes/no questions, Wh words, adjectives.

Competencia Profesional (Señalar básicas y extendidas):

No aplica

Dimensiones:

• FACTUAL: The present of “Be” personal pronouns, yes/no and Wh questions, adj., vocabulary (occupations, colors, body parts, numbers, the alphabet).

• PROCEDIMENTAL: Role-play. Ask for and give personal information. Develop the basic skills (Exposition and Collage technique)

• VALORAL: Freedom (choosing a partner and expressing their ideas) solidarity (helping each other) responsibility (delivering homework on time).

Categorías: Espacio Tiempo Materia Energía Diversidad

Justificación

de categorías:

Classroom First partialDescriptions

Página 2

Despliegue y operación de programas de estudioCÓ

DIGO: FIOXXX-03

No REV: 1


X X X



C) ACTIVIDADES DE APRENDIZAJE

BLOQUES

ACTIVIDADESES IMPORTANTE DESCRIBIR AQUELLOS MÉTODOS Y/O TÉCNICAS DE ENSEÑANZA Y APRENDIZAJE QUE SE UTILIZARÁN ENLOS DIVERSOS BLOQUES. ASIMISMO ENFATIZAR EN LOS SIGUIENTES ASPECTOS:RECURSOS Y MATERIALES DIDÁCTICOS, ASÍ COMO LOS ESPACIOS REQUERIDOS PARA LLEVAR A CABO LA PRESENTESECUENCIA YA SEA EN EL PLANTEL O FUERA DE ÉL.

Apertura

1. First of all Teacher introduces herself and encourage them to do the same, next she applies a diagnostic speakingtest in order to know how well they are in speaking and writing English, then they write the objectives they want toreach at school, during this semester as individuals and as a group.

2. Group work The students practice the alphabet by writing and practicing3. S´s will review some vocabulary (occupations ) side by side book 1 page 117

Desarrollo 4. The teacher introduces the topic and its objectives. The present tense of “Be”, after you finish this topic you will beable to introduce yourself and a friend, ask for and give personal information, (Presentation).

5. Group work. Brainstorming Personal information questions in both Spanish and English and their answers.

6. Speaking. Pair -work. Ask and give personal information (Practice).

7. Writing. The students answer personal information questions from copies( Practice)

8. Pair work. Speaking & writing. Report her/his partner information (Practice

9. Individual. S´s fill in a sun cognitive map. (Production).

10. Teacher will introduce personal pronouns. S´s write some exercises using them

11. Group work. Affirmative and negative sentences .Yes/no questions and Wh questions using verb to be.

(Whole class working together with the teacher) explaining and writing examples.12. Speaking and writing. Answer yes/no questions and Wh questions Pair –work.

13. Group work. Brainstorming (adjectives) S´s describe to a partner

14. Homework. Describing his/her family from a photo.

15. Pair-work. Reading a reading and answer questions.

16. S´s investigate the new words and make a glossary.17. NOTE: The English program, evaluation points, bibliography and the evidences (students have to deliver) will

be given them in printed, in advance.Material resources: Board, markers, copies, photos.

Techniques:

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• Grammar translation ( Translation, memorization, grammar rules, vocabulary and repetition)

• Grouping (Whole class working together with the teacher, whole class mixing together as individuals, small

groups, and pairs, individual). PPP (Presentation, practice and production). Communicative languageteaching

Strategies: Role play, Brainstorming, Chart, Glossary

Cierre

1. A Printed project* (Interview to a person and report his/her information. And make his/ her description) team

work

2. Individual. Fill in a student information form

*Project will give S´s either extra points or the opportunity to be free on their written testif it were either excellent or very well

Momentos de la evaluación

DIAGNÓSTICA (APERTURA) FORMATIVA (DESARROLLO)SUMATIVA (CIE

RRE)Producto Desempeño Conocimiento Producto Desempeño Conocimiento Producto Desempeño Conocimiento

Diagnostictest

Getting toknow eachother.

Personalinformation

Role –play,DescriptionsGlossary

Group-work Pair work.Team-work

Interviewto a

partner.Filling an

application

form.

Answersfrom a

reading

Oral test10%

Readingtest 5%Writingtest 5%

Discipline15%Collaborative behavior 15%

Writtentest withthe verb to“be “/occupation, numbersandadectives/project”50%

Fuentes de información

Basic sources of infomation:• Elevator 1 Author: Linda Edwards Editorial: Richmond Publishing

• Side by side book 1 Steven J. Molinsky, Bill Bliss. Editorial: Prentice Hall Regents, New Jersey

• Word by word basic (diccionario ilustrado de inglés). Authors: Steven J. Molinsky and Bill Bliss, HerlindaCharpenter Saitz (traductor). Editorial: Longman.

Aditional sources of infomation:• English in action I Authors: Barbara H. Foley and Elizabeth R. Neblett Editorial: Thompson

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D) OBSERVACIONES Y ANÁLISIS POR PARTE DEL DOCENTE

Observaciones, comentarios deldocente al entregar la secuencia

y

Firma del docente

Por cada parcial el grupo elaborará y presentará un proyecto por equipos (3 a 5 integrantes ), de acuerdo a los temasque se aborden, cabe mencionar que si el proyecto obtiene calificación excelente o muy bien, el equipo quedará exentode examen escrito, obteniendo el 50% del total de la puntuación. Sin embargo, si su calificación del proyecto es regular o buena solo se le dará de 1 a 1.5 puntos adicionales.

_______________________ Firma

ESPACIOS PARA SER LLENADOS POR EL DOCENTE, DESPUÉS DEL DESARROLLO DE LA SECUENCIADIDÁCTICA

Análisis de mi práctica docente

Identificación de áreas deoportunidad de la Secuencia

Constructivista

¿Se cumplieron lospropósitos deaprendizaje?

Transversalidad con otrasasignaturas o submódulos

¿Qué pasó con la utilización delos recursos, materiales y

espacios didácticos planeados?

.

Impacto de los métodos ytécnicas didácticas que llevaron

al trabajo colaborativo eindividual de los alumnos

¿Se cumplieron loscontenidos o temas o

competencias

específicas?

Página 5

Despliegue y operación de programas de estudioCÓ

DIGO: FIOXXX-03

No REV: 1




E) VALIDACIÓN

ESPACIO PARA SER LLENADO POR LA DIRECCIÓN DEL PLANTEL

Ratificación de laDirección del Plantel

Nombre y puesto de la personaque ratificó

Firma Fecha Observaciones

Nota muy importante.- Este formato de secuencia didáctica constructivista señala los requisitos mínimos para la realizaciónde la misma. Sin embargo cada docente o plantel puede hacer más explícita el desarrollo de la secuencia incluyendo otrosaspectos para hacerla más completa de acuerdo a sus necesidades.

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PERSONAL INFORMATION QUESTIONS

I. Directions. Answer the following questions in your own

1. What is your name? ____________________________________________________________

2. What is your last name? _________________________________________________________

3. Where are you from? ____________________________________________________________

4. What is your address?___________________________________________________________5. What is your telephone number? __________________________________________________

6. What is your hobby? ____________________________________________________________

7. What is your favorite color? ______________________________________________________

8. When is your birthday? __________________________________________________________

9. What do you do? _______________________________________________________________

10. Are you married or single? __________________________________________________

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STUDENT INFORMATION FORM

DATE: GRADE:LAST NAME: FIRST NAME: MIDDLE NAME:ADDRESS:STREET:CITY: STATE: ZIP CODE:PHONE: DATE OF BIRTH:

PARENT OR GUARDIAN:ADDRESS:DAYTIME PHONE:

A). IDENTIFICACIÓNNombre del plantel/EMSaD:

Página 8


No REV: 1


Rincón de Tama o






Turno:





ENGLISH I

Horas por semana:

3 Hours

Academia:

Humanities







Sequence 2


September 5th. to 13th.

B). INTENCIONES FORMATIVAS

Tema integrador:My family


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X

X

X

X

X X





• Whose children are those?• Are these your grandparents?

Competencia Genérica y atributos: SE EXPRESA Y SE COMUNICA.

4. Escucha, interpreta y emite mensajes pertinentes en distintos contextosmediante la utilización de medios, códigos y herramientas apropiadas.

• Expresa ideas y conceptos mediante representaciones lingüísticas,matemáticas o gráficas.

• Identifica las ideas clave en un texto o discurso oral e infiereconclusiones a partir de ellas.

• Se comunica en una segunda lengua en situaciones cotidianas

Competencia Disciplinar: 10. Identifica e interpreta la idea general y posible desarrollo de unmensaje oral o escrito en una segunda lengua, recurriendo aconocimientos previos, elementos no verbales y contexto cultural.

Contenidos, temas o competencias específicas:Demonstrative adjectives and possessive adjectives

Competencia Profesional (Señalar básicas y extendidas):Básicas: No aplicaExtendidas: No aplica .

Dimensiones:

• FACTUAL: Demonstrative adjectives and possessive adjectives vocabulary (objects in the classroom)•

PROCEDIMENTAL: Develop speaking, reading and writing by expressing what they are doing and wearing.• VALORAL: Freedom and responsibility.

Espacio Tiempo Materia Energía Diversidad.

Justificaciónde categorías:

Classroom First partialFamily members

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X X



C). ACTIVIDADES DE APRENDIZAJE

BLOQUES


Apertura

S´s investigate what are and how to use the demonstrative adjectives and the possessive adjectivesBrainstorming vocabulary (family members)Using pictures or realia T. asks. Whose brother is this? Whose parents are those? Are these your grandparents? Is this your chair? Is that your notebook?Is this his notebook? Are these their pictures? Group –work answer the questions

Desarrollo T. introduces the topic and its objectiveGroup - work. Give some examples using the possessive and the demonstrative adjectivesPair work. Solve some examples from copies

CierreIndividual. S´s provide some examples with the demonstrative and possessive adjectives in a family tree.


DIAGNÓSTICA (APERTURA) FORMATIVA (DESARROLLO) SUMATIVA (CIERRE)

Producto Desempeño Conocimiento Producto Desempeño Conocimiento Producto Desempeño Conocimiento

Investigation

Brainstorming andquestions

usingdemonstrative andpossessiveadjectives.

Demonstra

tive andpossessiveadjectives

CopiesA family tree

Group-

work Team-work Individual-work

How touse thedemonstrative andpossessiveadjectives

Oral test10%

Reading5%Writing5%


Writtentest withthe

demonstrative andpossessiveadjectives50%

Página 11


No REV: 1






• Side by side book 1 Steven J. Molinsky, Bill Bliss. Editorial: Prentice Hall Regents, New Jersey• Word by word basic (diccionario ilustrado de inglés). Authors: Steven J. Molinsky and Bill Bliss, Herlinda Charpenter

Saitz (traductor). Editorial: Longman.Aditional sources of infomation:

• English in action I Authors: Barbara H. Foley and Elizabeth R. Neblett Editorial: Thompson

Página 12


No REV: 1




D). OBSERVACIONES Y ANÁLISIS POR PARTE DEL DOCENTE


y

Firma del docente

_______________________ Firma




Constructivista





.




competenciasespecíficas?

E). VALIDACIÓN


Página 13


No REV: 1







Nota muy importante.- Este formato de secuencia didáctica constructivista señala los requisitos mínimos para la realización

de la misma. Sin embargo cada docente o plantel puede hacer más explícita el desarrollo de la secuencia incluyendo otrosaspectos para hacerla más completa de acuerdo a sus necesidades.





Turno:




Página 14


No REV: 1


Rincón de Tama o

XXX




ENGLISH I

Horas por semana:

3 Hours

Academia:

Humanities







Sequence 3

Período comprendido:

September 14th.to 24th.


Tema integrador:My favorite place




• Where Am I? Where is my school / my town?• My village, my city and my country

Competencia Genérica y atributos:1. Escucha, interpreta y emite mensajes pertinentes en distintos contextos

mediante la utilización de medios, códigos y herramientas apropiados.Se comunica en una segunda lengua en situaciones cotidianas.

Página 15


No REV: 1


X

X

X



Competencia Disciplinar:Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito

en una segunda lengua, recurriendo a conocimientos previos, elementos no verbalesy contexto cultural.

Contenidos, temas o competencias específicas:There is, there are, prepositions of place.

Competencia Profesional (Señalar básicas y extendidas):Básicas: No aplicaExtendidas: No aplica

Dimensiones:

• FACTUAL: There is and there are, prepositions of place, and vocabulary (numbers, colors, rooms in the house, furniture, public places, touristplaces and objects in the classroom).• PROCEDIMENTAL: listening, speaking, reading and writing skills by making descriptions about room, house, school, classroom, village, city, country.

• VALORAL: Freedom and responsibility

Categorías: Espacio Tiempo Materia Energía Diversidad.


Classroom and Library Different places


BLOQUES


Apertura S´s. Investigate how to use there is and there are also prepositions of place as homeworkBrainstorming about the previous vocabulary (rooms in the house, furniture, public places and objects in the classroom.T. introduces the topic and its objective, using the computer and the projector. (Presentation).

Desarrollo 1. Speaking. Group-work describes different places from a video (practice)

2. Speaking and writing. Team –work. Describe different places from a magazine.Página 16


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X X



3. S´s describe their classroom, school and review as a group,4. S´s describe their room and house (individual) (production)

5. T. Goes over the students’ activities if necessary clarifies doubts.6. Questions and answers about what there is in his/her community/ school, / classroom/ house/ room (Group –work).

7. (Individual and Group work. Solve some written exercises.8. Teacher will dictate a short paragraph.9. S´s make a glossary from the new words. (Homework).10. S´s play a game (hangman). Work-group.Material resources: Board, markers, copies, magazines, computer, projector and a video.

Techniques: • Grammar translation ( Translation, memorization, grammar rules, vocabulary and repetition)

• Grouping (Whole class working together with the teacher, whole class mixing together as individuals, small

groups, and pairs, individual).• PPP (Presentation, practice and production).

• Communicative language teachingStrategies: Brainstorming, Glossary, a game (hangman).

Cierre Individual. Describe his/her favorite place to live in a printed sheet




Prepositionsof placeAnd structure(there is,there are)

BrainstormHomework(investigation)

DictationExercisesA gameGlossary

Group-work Team-work

Individual-

work

How to use

there is andthere are

Oral test

10%Reading5%Writing5%


Writtentest withthere isand thereare, andprepositionof place50%

Página 17


No REV: 1






• Side by side book 1 Steven J. Molinsky, Bill Bliss. Editorial: Prentice Hall Regents, New Jersey• Word by word basic (diccionario ilustrado de inglés). Authors: Steven J. Molinsky and Bill Bliss, Herlinda

Charpenter Saitz (traductor). Editorial: Longman.Aditional sources of infomation:


Página 18


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y

Firma del docente

_______________________ Firma




Constructivista





.





Página 19


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E) VALIDACIÓN






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Turno:





ENGLISH I

Horas por semana:

3 Hours

Academia:

Humanities







Sequence 4


September 26th. To October 21st.

Página 21


No REV: 1


Rincón de Tama o

X

X

X

X

X X




Tema integrador:My everyday activities




• What do I do everyday? What people doeveryday?

• At home, school, community, city and country

Competencia Genérica y atributos:3. Elige y practica estilos de vida saludable.Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos deconsumo y conductas de riesgo.

Competencia Disciplinar:Evalúa un texto mediante la comparación de su contenido con el de otros, en función

de sus conocimientos previos y nuevos.

Contenidos, temas o competencias específicas:The simple present tense and the verb have

Competencia Profesional (Señalar básicas y extendidas):Básicas: No aplica

Extendidas: No aplica

Dimensiones:FACTUAL: The simple present tense and the verb have.PROCEDIMENTAL: Develop speaking, reading and writing by describing the everyday activities,VALORAL: Freedom and responsibility.

Categorías:Espacio Tiempo Materia Energía Diversidad

.


Classroom and Library Second partial Activities


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X X X



BLOQUES


AperturaS´s will inv estigate and memorize at least 10 verbs related to everyday activities in simple present in advance. (wake up, getup, put on, brush, take a shower/ breakfast, eat, study, do, play, watch, sleepTeacher asks: What do you do every day? Warm up.Group work. Brainstorming (everyday activities)

Desarrollo

Team work. S´s describe their everyday activities. (Presentation)T. shows her everyday activities on the computer.

Reading .Group- work. S´s read the teacher everyday activities.(Practice)Class discussion. Teacher shows on the computer two or three sentences expressing personal information, then she asksthem: Is there any difference about personal information and everyday activities?Writing. Individual. S´s write their everyday activities, next they fill in the blanks using the verbs in simple present.(Practice)Teacher introduces the verb to have by describing herself. Encourage S´s to describe themselves and their house.

Speaking. Role play. Ask and answer questions in simple present. Describe: body/, house/ classroom/ city/ country.(Production.)Read a reading and underline the verbs in simple present tense.S´s investigate the new words and make a glossary.

Material resources: board, markers, copies, computer.Techniques:• Total Physical Response (TPR) or Direct Method------ Actions to commands, grammar /vocabulary exercises, imperative

mood.• Communicative Language Teaching----- Role plays and real life situation, skills integrated from the beginning, functional

language.• Grammar translation----- Translation, memorization, grammar rules, vocabulary and repetition.• PPP

Strategies2. Investigations, Brainstorming, Role play, Descriptions, Glossary

CierreIndividual. S´s describe their everyday activities using pictures or drawings.(Project)

Momentos de la evaluación DIAGNÓSTICA (APERTURA) FORMATIVA (DESARROLLO) SUMATIVA (CIERRE)


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Investigation Braintorming 10 Verbsin simplepresent

Glossary,

DescriptionWrittenexercises

Group-work

Team-work Individual-work

10 Verbs in

simplepresenttense

Oral test10%

Reading5%Writing5%


Writtentest with

10 verbs insimplepresenttense50%


Basic sources of infomation:• Elevator 1 Author: Linda Edwards Editorial: Richmond Publisihing

• Side by side book 1 Steven J. Molinsky, Bill Bliss. Editorial: Prentice Hall Regents, New Jersey

• Word by word basic (diccionario ilustrado de inglés). Authors: Steven J. Molinsky and Bill Bliss, HerlindaCharpenter Saitz (traductor). Editorial: Longman.

Aditional sources of infomation:•

English in action I Authors: Barbara H. Foley and Elizabeth R. Neblett Editorial: Thompson

Página 24


No REV: 1






y

Firma del docente

_______________________ Firma




Constructivista





.





Página 25


No REV: 1




E) VALIDACIÓN






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Turno:





ENGLISH I

Horas por semana:

3 Hours

Academia:

Humanities







Sequence 5


October 24th. to November 4th.

Página 27


No REV: 1


Rincón de Tama o

X

X

X

X

X X




Tema integrador:Likes and dislikes




• What I like and what I dislike.

• Physique and sociality.

Competencia Genérica y atributos:3. Elige y practica estilos de vida saludable.*Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos deconsumo y conductas de riesgo.

Competencia Disciplinar:Evalúa un texto mediante la comparación de su contenido con el de otros, en función

de sus conocimientos previos y nuevos.

Contenidos, temas o competencias específicas:The verb like, frequency adverbs.Vocabulary (fruits, vegetables, food, drinks, meat, animalssports)

Competencia Profesional (Señalar básicas y extendidas):Básicas: No aplica

Extendidas: No aplica

Dimensiones:

• FACTUAL: Affirmative and negative sentences, yes/no questions, about likes and dislikes , vocabulary (fruits, vegetables, food, drinks, meat,animals,sports), the frequency adverbs.• PROCEDIMENTAL: Develop speaking, reading and writing by expressing likes and dislikes.•

VALORAL: Freedom and responsibility.

Categorías: Espacio Tiempo Materia Energía Diversidad.

Justificación Classroom and Library Different menues

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X X




BLOQUES


Apertura S´s investigate how to use the verb like and the frequency adverbs in advance. S´s memorize some new verbs in presentBrainstorming. Vocabulary (fruits, vegetables, food, sports, animals, drinks, meat). Frequency adverbsGroup – work. S´s express what they like and don´t.

Desarrollo

Teacher writes what she likes and what she doesn´t like.

Role –play. S´s express their likes and dislikes.Reading. Pair-work. S´s answer some questions from a copy about healthy life ‘styles.(Do you drink alcohol? How often? Do you smoke? How often? Do you eat nutritious food? How often do you eat nutritiousfood? Do you like vegetables/ fruits? How often do you eat vegetables / fruits? Do you eat junk food? How often? Do you doexercise? Why? How often do you do exercise? Do you like mole/ tacos /pizza/ hot cakes/ hamburger/? What do you like toeat? Why?Speaking and writing. Pair –work. S´s will do a survey to three classmates about their likes and dislikes.S & W. Group work. S´s discuss the advantages and disadvantages for eating different kind of food and suggest a healthymenu for two days in Spanish.Material resources: board, markers, copies, fruits and vegetables.Techniques:

• Total Physical Response (TPR) or Direct Method------ Actions to commands, grammar /vocabulary exercises,imperative mood. Communicative Language Teaching----- Role plays and real life situation, skills integrated from thebeginning, functional language. Grammar translation----- Translation, memorization, grammar rules, vocabulary andrepetition.Strategies Investigation, Brainstorming, Role play, Survey, Brochure.

Team-work. Project. A printed brochure with a healthy menu for two days in English. (Three meals)

Momentos de la evaluación DIAGNÓSTICA (APERTURA) FORMATIVA (DESARROLLO) SUMATIVA (CIERRE)


Investigation Braistorming.

Theverblike and

the

A surveyGroup-work

The verblike and the

Oral test10%

Reading

Discipline15%

Writtentest with

the verbPágina 29


No REV: 1




frequencyadverbs

A brochureWritten

questions

Team-work

Individual-work

frequencyadverbs

5%Writing5%

Collaborative behavior 15%

like and

thefrequencyadverbs/project50%


Basic sources of infomation:• Elevator 1 Author: Linda Edwards Editorial: Richmond Publisihing

• Side by side book 1 Steven J. Molinsky, Bill Bliss. Editorial: Prentice Hall Regents, New Jersey• Word by word basic (diccionario ilustrado de inglés). Authors: Steven J. Molinsky and Bill Bliss, Herlinda

Charpenter Saitz (traductor). Editorial: Longman.Aditional sources of infomation:

•

English in action I Authors: Barbara H. Foley and Elizabeth R. Neblett Editorial: Thompson

Name: ____________________________Group:________________ Date:______

I. Answer the following questions in your own.

1. Do you drink alcohol?___________________________________________

2. How often do you drink alcohol? __________________________________

3. Do you smoke? _______________________________________________

4. How often do you smoke? _______________________________________

5. Do you eat nutritious food? ______________________________________

6. How often do you eat nutritious food? ______________________________

7. Do you like vegetables? _________________________________________

8. How often do you eat vegetables? _________________________________

9. Do you eat fruits? ______________________________________________

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10. How often do you eat fruits? _____________________________________

11. Do you eat junk food? __________________________________________

12. How often do you eat junk food? __________________________________

13. Do you do exercise? Why? ______________________________________

14. How often do you do exercise? ___________________________________

15. Do you like mole? _____________________________________________

16. Do you like tacos? _____________________________________________

17. Do you like pizza? _____________________________________________

18. Do you like hot cakes? _________________________________________ 19. Do you like hamburgers? _______________________________________

20. What do you like to eat? Why? ___________________________________

__________________________________________________________________________________________________________________________

_________________________________________________________________________________________________

II. Make a survey (interview three classmates about his/her likes and dislikes).

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y

Firma del docente

_______________________ Firma




Constructivista





.





Página 32


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E) VALIDACIÓN






A) IDENTIFICACIÓN Página 33


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Nombre del plantel/EMSaD:



Grupo: Turno:





ENGLISH I

Horas por semana:

3 Hours

Academia:

Humanities







Sequence 6


November 7th. to December 2nd.


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XX

Rincón de Tamayo

X

X

X



Tema integrador:The wardrobe


(Señalarlas en los espacios de abajo)Concepto fundamental y subsidiario:

• What I am doing / wearing now.• What changes are happening in /your country/ the world now?

Competencia Genérica y atributos:3. Escucha, interpreta y emite mensajes pertinentes en distintos contextos

mediante la utilización de medios, códigos y herramientas apropiados.Se comunica en una segunda lengua en situaciones cotidianas.

Competencia Disciplinar:Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito

en una segunda lengua, recurriendo a conocimientos previos, elementos no verbalesy contexto cultural.

Contenidos, temas o competencias específicas:The present continuous tense, vocabulary (clothes andaccessories)

Competencia Profesional (Señalar básicas y extendidas):Básicas: No aplicaExtendidas: No aplica .

Dimensiones:

• FACTUAL: The present continuous tense, affirmative and negative sentences and yes/ no questions, vocabulary (clothes and accessories) andsome verbs.• PROCEDIMENTAL: Develop speaking, reading and writing by expressing what they are doing and wearing.• VALORAL: Freedom and responsibility.

Espacio Tiempo Materia Energía Diversidad.


Classroom Third partial Different wardrobes


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BLOQUES


AperturaS´s investigate how to use the present continuous tense and the vocabulary in advance.Group work: Brainstorming. Actions right now and clothes.Teacher asks: What are you doing right now? Are you sleeping/ eating / singing? Are you wearing jeans now?S´s write the answer to the questions above.

Desarrollo

Teacher introduces the topic and its objective.Team work. S´s describe what they are doing and wearing.Pair-work. Ask some questions and answer them using the present continuous.

Individual. Answer some questions from copies.Group work. Watch a video and describe what people are doing and what they are wearing.Group –work. Play The game Guess who?Material resources: board, markers, paper bond, copies, a video.Techniques:• Total Physical Response (TPR) or Direct Method------ Actions to commands, grammar /vocabulary exercises, imperative

mood.• Communicative Language Teaching----- Role plays and real life situation, skills integrated from the beginning, functional

language.• Grammar translation----- Translation, memorization, grammar rules, vocabulary and repetition.

Strategies1. Brainstorming, Investigation The game (Guess who?) Glossary

CierreTeam- work. Project. Describing what people in the picture are wearing and doing.




Investigation

BrainstormingActions atthe momentandvocabulary.

Thepresentcontinuoustense

GlossaryThe gameGuess who?Describing avideo.

Group-work Team-work Individual-work

The present

continuoustense

Oral test10%Reading5%Writing5%


Writtentest withthepresentcontinuoustense 50%

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Basic sources of infomation:• Elevator 1 Author: Linda Edwards Editorial: Richmond Publisihing•

Side by side book 1 Steven J. Molinsky, Bill Bliss. Editorial: Prentice Hall Regents, New Jersey• Word by word basic (diccionario ilustrado de inglés). Authors: Steven J. Molinsky and Bill Bliss, Herlinda Charpenter

Saitz (traductor). Editorial: Longman.Aditional sources of infomation:


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y

Firma del docente

_______________________ Firma




Constructivista


Transversalidad con otrasasignaturas o submódulos ¿Qué pasó con la utilización delos recursos, materiales yespacios didácticos planeados?

.

Impacto de los métodos ytécnicas didácticas que llevaronal trabajo colaborativo eindividual de los alumnos



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E) VALIDACIÓN






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Documents

Secuencias English I 2011