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. 1
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: 26 August to 27 September Deadline: 16 August

FORMATIVE INTENTION
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: Main Content: Specific content: Learning Outcome:
Students activate previous knowledge.
 Communication and interpersonal  Hi, What's up! I want to know about Students write and upload to an online
relationships  Collaborative work in classroom as a you. blog a short dialogue in which they use
 Integration of learning communities. basis for the integration of the greetings and the questions What's your
 Contextualization of learning learning community.  Making questions name? Where are you from? How old are
communities through students' you? and How do you spell…? in order for
interests and academic experiences.  How many people are there in your them to get to know other individuals.
family? What do they do? What do
they usually have for breakfast? Students are required to use verb to be in
present simple, in its interrogative form
to get information from other people.
Students design a survey to get
information about a person's occupation
by asking about his/her name, age, and
objects that the interviewed individual
uses at work.

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 Students use the affirmative form of verb
to be in present simple as well as
personal pronouns to provide their own
information in written form. Students
understand the use of verb to be in
present simple in affirmative form and
personal pronouns to describe people.
Students use vocabulary related to family
members. Students use possessive
adjectives to talk about their relationship
with family members. Students use some
verbs in present simple to talk about
their daily activities and other people's
routines.

Students use frequency adverbs to

emphasize how often their activities are
performed.

Students draw a family tree and include

basic information about themselves and
two relatives (name, age, occupation,
and physical appearance). Students
include in their family tree their daily
routines by using some verbs and
frequency adverbs. Students write about
the daily routine of two more family
members, using verbs and frequency
adverbs properly.

Learning Evidence

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 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

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)

ECA1 INGLES I Página 3 de 7

 Opening activities (3 hours) August, 30
ACTIVITY EVALUATION
C TEACHING LEARNING EVIDENCIA OF EVALUATION TIME
EVALUATION TYPES
(Teacher) (Students) LEARNING INSTRUMENT (MIN)
The teacher announces the evaluation The student answers diagnostic test.
Schedule of
framework, work mechanics purpose of the
none None activities / Check 50
subject. Applies diagnostic test to gather prior
list
knowledge.
The teacher asks students to present themselves Students develop the ability to
in English, Name, age, what school they come present themselves in English Text and check
none none 50
from and where they come from. list.

The teacher provides students with a table of Students develop English

verbs, pronouns, adverbs and prepositions and pronunciation and learn the Text and check
none none 50
practices pronunciation with them list.
meaning of each word.
The teacher shows how to form the present the Students learn to develop sentences
past and the future with the table of verbs the present the past and the future Text and check
none none
affirmatively list

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 Development activities (9 hours) September, 6, 13, 20
ACTIVITY EVALUATION
C TEACHING LEARNING EVIDENCIA OF EVALUATION EVALUATION TIME
(Teacher) (Students) LEARNING TYPES INSTRUMENT (MIN)
The teacher develops the verb to be in Students learn the verb to be in the
present, past and future. In denial and in present tense, in affirmative, negative Formative
Notebook notes Check list 50(6)
interrogation. and interrogative phrases assessment

Then he develops the auxiliary to do the and learn the auxiliary verb "to do" to
denial in the present and in the past to perform sentences in negation in the
Formative
perform the interrogative phrase in the present, denial in the past, question in Notebook notes Check list 100(6)
assessment
present and in the past the present and question in the past and
compare them with the verb to be
The teacher develops the conjugation of The student learns the differences of the
the verb to be and the verb to do with the negation with the verb to be and with Formative
Notebook notes Check list 50(13)
twelve verbal states and compares them the other verbs. assessment

The teacher develops the way to use the Students investigate what questions
questions with What? Who? Which? they need to know about their
Where? When? How? how often? and classmates using the ones the teacher Formative
Notebook notes Check list 100(13)
how many? develops in class by emphasizing: How assessment
many people live in your home? What
do they do?
The teacher develops the verb to have in Students learn the verb to have in the
present, past and future. In denial and in present tense, in affirmative, negative Formative
Notebook notes Check list 50 (20)
interrogation. and interrogative phrases assessment

The teacher develops verb to be in the The student developed the verb to have
present, past, future, continuous present, in the same way and adds the negation
past continuous, future continuous, and the question.
Formative
present perfect, past perfect, future Notebook notes Check list 50(20)
assessment
perfect, present perfect continuous, past
perfect continuous, and future perfect
continuous.
Activity. The teacher asks for the Students apply conjugation grammar in
conjugation of a verb with the pronoun the twelve verbal states Writing activities Formative
Check list 50(20)
she and we in the twelve verbal states assessment

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 Closing Activities (3 hours) September,27
ACTIVITY EVALUATION
C
TEACHING LEARNING EVIDENCIA OF EVALUATION TIME
EVALUATION TYPES
(Teacher) (Students) LEARNING INSTRUMENT (MIN)
The teacher provides students with a verb and Students develop the ability
asks them to develop it in the twelve verbal to conjugate the verb Writing activities
Summative evaluation Check list 50
states with the pronouns she and we provided in the twelve verbal
states.
The teacher asks that the same verb develop it The student develops the
but in denial and in question with the pronoun ability to deny and ask in the Writing activities Summative evaluation Check list 50
he, and they twelve verbal states
Exam with verb to be and with verb to have Test
Test Summative evaluation Test 50

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 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
 Tape dispenser  Correction Pen of 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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