IDENTIFICATION DATA

Institution: DGETI
School number: 73 School name: CETIs
Work center key: Teacher: Karla M. Trujillo Pacheco
Subject: Unit or module: 7 Implementation Semester: First Date: August 26th –
English I period: December 13th
Length (hours): 48 School year: 1/19-20
CONTENTS
Purpose:
Competency: Reading, writing, speaking and listening.

Component:  Reading, writing and oral production as learning sources and abilities to practice.
 The importance of reading to writing production.
 The importance of reading to writing in based argument.

Content:
The importance of language and grammar role in it.
Argumentative text.
The text as resource information and new ideas.

Specific contents linked to other subjects, units or submodules:

Specific content:  Comparatives
How can I get to the church?  Superlatives
Expected learning outcomes: Expected learning outcomes linked to other subjects, units or
Students read a tourist guide of a city and recognize the submodules:
most important places to ask for information. Students identify the prepositions of place.
Students identify the function and uses of There
Students use prepositions of movement to express how to is/There are in affirmative, negative and interrogative
get to some places. sentences.
They identify phrases to ask and give directions.
Students use there is and there are to talk about public They learn vocabulary related to places of the city.
spaces.

Students use indefinite articles.

Students use questions and directions to get to different

public spaces.

Students use vocabulary about the name of different places.

Students use Wh-questions to ask for directions on how to

get to a place.

Students write, perform and tape a sketch in which they ask

for the existence of eight different public venues and get
directions to arrive to three of those places.

Generic 4. The student listens, interprets, and communicates relevant messages to different contexts by using
competencies: appropriate means, codes and tools.

10. The student respects cultural diversity, beliefs, values, ideas and social practices.

Disciplinary 4. Produces texts based on the normative use of the language, considering the intention and
competencies: communicative situation

11. Communicates in a foreign language through a logical speech, oral or written, consistent with the
communicative situation.

12. The student uses information and communication technologies to do research, solve problems,
produce materials and share information.
 SOCIOEMOCIONAL ABILITIES
Aspect: CONOCE T

General ability: Self-knowledge

 LEARNING ACTIVITIES
Presentation
Teaching Teaching Learning Learning Evidence of Evaluation Mode of Evaluation
Time
(teacher) materials (students) material learning types Evaluation instrument
Activation Students
The teacher participate by
describes his / answering the
her favorite activities on pages ---------------
place. Markers 123 and 124 Students
Diagnostic Hetero-evaluation ----------------- 15 minutes
participation
Board

Student’s
Book
 LEARNING ACTIVITIES
Practice
Teaching Teaching Learning Learning Evidence Evaluation Mode of Evaluation Time
(teacher) materials (students) material of learning types Evaluation instrument
The teacher 10
The students listen to Notebook
provides Audio an audio to complete minutes
vocabulary related
to places of the city a short paragraph.
and he / she plays Teacher’s book Formative
Pen/pencil
an audio to assessment.
After that, they --------------- ------------ ---------------
complete a
paragraph. The he / complete the grammar Student’s
she explains the chart and the provided Book
ways to give exercises.
directions.

The teacher gives The students use the

the students Audio vocabulary related to Notebook
vocabulary directions by ------------------- Formative Hetero-evaluation --------------------- 15
related to answering the Pen/pencil assessment. minutes
Teacher’s Book activities on pages
directions.
126 and 127. Student’s Book

The teacher
reinforces the The students solve Notebook ------------------- Hetero-evaluation ------------------- 30
students’ the activities on minutes
knowledge of pages 128, 129, Pen/pencil
prepositions using Teacher’s Book 130, and 131. Formative
Student’s Book assessment.
the activities on
page 128.

The teacher
explains the Board The students work in Notebook 30
instructions of the teams to answer the Formative
activity T on page minutes
Markers activity on pages 132 Pen/pencil assessment.
132. and 133. Finally, they Co- evaluation -------------------
-------------------
Teacher’s make the solution of
Student’s Book
the page 134.
Book
 LEARNING ACTIVITIES
Production
Teaching Teaching Learning Learning Evidence Evaluation Mode of Evaluation
Time
(teacher) materials (students) material of learning types Evaluation instrument
The teacher asks the The students work
students for solving on the reading Formative
the reading activities. Pen/pencil ------------------- ------------------- ------------------- 25 minutes
skills on pages assessment.
Teacher’s Book
135 and 136.
Student’s Book

The students answer

the activities that The students answer
integrate the the development Pen/pencil
development Teacher’s Book assessment. Formative Hetero-evaluation Formative
assessment. Student’s Book ------------------- assessment. evaluation 30 minutes

They answer the

activities that The students fill
integrate the part of in the charts for
----------------- Formative
social-emotional Teacher’s Book assessment. Student’s Book
assessment. Hetero- evaluation
skills. Then they
make the expected
learning outcome ------------------- 30 minutes
part. Finally, they
answer the
assessment charts.

They answer the A video portraying

activities that The students
integrate the answer the people asking
Summative
summative Teacher’s Book summative Student’s Book about the existence
assessment. Hetero- evaluation
evaluation. evaluation. of eight different
places in a city and ------------------- 30 minutes
ask for directions
to get to those
places.

assessed with
Reinforcement activity (exam) -----
10%