Subsecretaría de Educación Media Superior

Dirección General de Educación Tecnológica Industrial

Centro de Estudios Tecnológicos industrial y de servicios No.

TEACHING STRATEGIES REGISTRATION FORMATO

IDENTIFICATION
Institution: DGETI
School: Teacher:
Subject: English 1 Semester: Carreer: Period: August-Dec 2019 Date:
1st Unit Total number of
1.
hours:

FORMATIVE INTENTIONS
Puroise of the Teaching Strategy: the students will use the elements of language to express the activities they are doing now, in the past, and to

share or request personal information from other people with simple phrases and tasks that require a simple and direct exchange of information
of their environment and immediate needs. In addition, they will continue practicing the language skills to achieve an efficient interaction with
students and to promote the collaborative work with others.
Disciplinary axis: Listen, speak, read and write.
Component: Central content: Expected learning outcome: Learning process:
Communication and  Students activate previous knowledge.  T presents the topic by engaging
Communication and
interpersonal relationships.  Students write and upload to an online blog a the student through a
interpersonal
short dialogue in which they use greetings brainstorming session.
relationships.
Integration of learning and the questions What's your name? Where  T provides the vocabulary
communities. are you from? How old are you? and How do according to the learning
Integration of learning
you spell…? in order for them to get to know context.
communities.
Contextualization of learning other individuals.  T encourages communicative
communities through students'  Students are required to use verb to be in learning.
Contextualization of
interests and academic present simple, in its interrogative form to  T asks Ss to answer exercises.
learning communities experiences. get information from other people.
through students'  Students design a survey to get information
about a person's occupation by asking about
interests and academic his/her name, age, and objects that the
interviewed individual uses at work.
experiences.
 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.
Expected learning product:
a) A written dialogue uploaded in an online blog in which they use greetings and the questions What's your name? Where are you from? How old are you? and
How do you spell…? in order for them to get to know other individuals.
b) A survey to know about people's occupations.
c) A family tree providing students description and daily routine and the descriptions and daily routines of two members of their families.
Specific contents:
Hi, What's up! I want to know about you.
Making questions.
How many people are there in your family? What do they do? What do they usually have for breakfast?

Socioemotional ability (HSE): 1.5 People who have been there

Generic competencias and attributes

4. Listens, interpets and says messages in different contexts by using appropriate means, codes and tools.
4.4 Communicates in a second language in everyday situations.

Discipplinary competencies: CD11 Communicates in a foreign language by using a logical discourse, either written or spoken, according to the communicative
situation.

LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

ACTIVITY 1 Lifestyle Book, p. 41 Exam solved Diagnostic

Applies the diagnostic test
ACTIVITY 2 Students participate actively in the Chairs Whiteboard Game
Warmer warmer. Desks Markers
Play together as a group “Me, myself and Notebooks
I”. Ask Ss to stand up and make a circle. Books
Introduce the way of responding by
modelling: “I am Teresa, and I love
teaching. What about you?
The teacher then gives the turn to the
student to his/her right. The student
follows the example and introduces
herself/himself and says somethings
he/she loves.
You may have to teach them vocabulary
about the things they love.
Encourage them to use smalls phrases to
ask small questions: “Teacher, how do you
say ___________ in English?”, “What is the
meaning of ___________?”
Have students work in this for a few
minutes. It is important that they us English
instead of Spanish in the classroom.
Tell Ss that they will listen to different Students identify the objects. p. 42-44
objects being mentioned in the pictures.
Ask them to listen and repeat after the
audio.
Sit Ss in pairs and have them repeat the
words again.
They can ask each other What can you see
in the living room?

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Teach the use of there is and there, use the Students learn the use of there is Book p. 45 Sentences, Heteroevaluation
pictures on p 42-44 to exemplify. and there are. Audios identification
Encourage Ss to do the same, by pointing Students write sentences
at objects they find. accordingly.
You can use the Digital Book to help Ss see
the images projected on a screen.
Ask them to write sentences in their
notebooks, but first write them yourself on
the board.
Repeat as much as possible for
comprehension, pronunciation and
learning practice.

LEARNING ACTIVITIES
Closing
 Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss sit in pairs and answer the first Students talk to each other using Book, p. 45 Answers Heteroevaluation
exercise by writing yes or no, according dialogues. Writing task
to the house pictures. Students create a writing. Speaking
Check together and feedback. Students speak to each other
Ask Ss to build 5 more sentences using completing the task.
the same structure.
Ss share it with the class.
Writing
Ss sit in pairs and ask each other
questions about their bedrooms using
there is and there are.
Then, individually, using the space
provided in the book, they have to write
a description of their bedroom.
Encourage Ss to use the same structure
of sentences as in the previous exercise.
Speaking
Working again with the same partner,
they look at the different parts of the
house.
Ss use different sentences to describe
the things they can see using there is
and there are, as well as the negative
form.
Write on the board Are there any_____?
/ Is there any _____? for students to
follow.
Revise together with some examples

LEARNING ACTIVITIES
Opening
 Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Introduce the topic by modeling the Students learn the prepositions of Whiteboard Conversation Heteroevaluation
prepositions with objects inside the place Markers
classroom. Books p. 46
Close comprehension by asking Ss to look
at the pictures on the book.
Use your Digital Book for a closer view.
Ss identify the prepositions and write
sentences in their notebooks.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Tell Ss they will listen to the description Students listen to the audio. Book, p. 46 Listening Heteroevaluation
of a place. Students make the exercises exercise
Books closed; they listen to the audio. accordingly.
Open books and ask them to look at the
picture as they listen a second time.
Play the audio a third time and ask Ss to
draw the objects they hear.
Use your digital book to project the
answers.

LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss bring to class for homework, a picture Students bring to class the Book, p. 46 Picture and Heteroevaluation
of a house from a magazine, printed, or picture. exercises
a photo from their own home. Students use prepositions of
Sitting in pairs, each S describes the place.
picture to his/her partner.
Encourage Ss to use the prepositions of
place.
They can extend the activity by using
Are there any_____? / Is there any
_____?

LEARNING ACTIVITIES
Opening / Development
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Ask Ss to describe their favorite place to Students listen and answer. Whiteboard Listening Heteroevaluation
shop. Markers practice
Tell Ss they will listen to some publicity Books
about a place, where they sell all kinds of
clothes.
Ss listen to the audio, books closed, and tell
Ss they have to listen for any vocabulary
which is new to them.
Ss listen a second time. This time, they
open their books and follow the listening
along with the pictures and the clothes.
After listening, repeat the words for
pronunciation and check with them.

LEARNING ACTIVITIES
Closing
 Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Revise the colors together and feedback Students learn colors and clothes, Book, p. 47 Listening Heteroevaluation
using clothes and colors in the they revise their knowledge of practice
classroom. them.

LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Teach by modeling with the use of the Students practice there is and there Whiteboard Exercises Heteroevaluation
pictures in the book. are Markers
Continue by pointing to things inside the Books p. 48
classroom.
Ask Ss to write sentences using there is and
there are.
Write on the board some sentences from
Ss.
Revise together.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Before reading, ask Ss to scan the text Students practice by reading. Book, p. 48 Solved exercises Heteroevaluation
and underline all the that is, this is,
these are, those are words they can find.
Ask Ss to close their books and listen for
a first time.
After listening, Ss open their books and
follow the listening for a second time.
Ss complete as a class the questions
below the reading. Check together and
feedback.
Ss write the correct demonstrative
pronoun and the class revises together.

LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Warmer Students participate actively. Chairs Conversation Diagnpstic

Ask Ss what kind of flowers and fruits are
their favorite, and why. Ask them if there is
a special fruit they dislike? Why. Comment
together as a group.
Ask Ss to listen to the words and Students listen to the words and Whiteboard Pronunciation Heteroevaluation
pronounce after them. pronounce Markers practice
Spell words individually. Books
Ss practice in pairs for pronunciation. Audios

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Teach how to make plurals by setting Students learn and practice Book, p. 52 Solved exercises Heteroevaluation
some examples on the board. Use the plurals.
ones from the map in the book.
Use different objects in the classroom to
make plurals.
Note the difference for irregular plurals.
 LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss write the plural forms of the Students practice using plurals Book, p. 52 Answers Heteroevaluation
words in the exercise.

Revise together as a group.

Ss sit in pair and complete the text

using plurals.

Revise as a group.

Ss make the plural form of the words

from the vocabulary section.
Revise as a group.

LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Ask Ss to repeat the words with you and Students learn the words. Whiteboard Vocabulary cards Heteroevaluation
look at the pictures in the book. Markers
Ss listen to the audio and repeat after each Books p. 53
word. Audios
Dictate some words for comprehension.
 LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Explain the present simple for likes and Students learn to express likes Book, p. 53. Solved exercises Heteroevaluation
dislikes by using the grammar in the and dislikes
book.
Set some examples on the board using
the vocabulary in this section.
Ask Ss to write the examples in their
notebo

LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss will interview their partners using Students practice with the Book, p. 53 Answers Heteroevaluation
the vocabulary from the lesson. vocabulary.
Ask them to complete the table and
to share their survey with the class.
Extra activity: Ss can interview other
classmates and complete the chart
in their notebooks.

LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades
Before playing the audio, ask Ss if they Students learn the numbers. Whiteboard Answers Heteroevaluation
know anything special about numbers 20, Students listen actively Markers
30, 40, 50, 60, 70, 80, 90 and 100. Books p. 54
Comment. Audios
Ask Ss to listen to the first extract and
underline the words they don’t know.
Pause after each extract for Ss to do the
same in all of them.
After they have finished listening,
pronounce the numbers together.
Ask Ss if they knew this information about
numbers. Comment together.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Dictate 7 different numbers to Ss. Students practice with numbers. Book, p. 55 Conversations Heteroevaluation
You can also have one S playing the
role of T. Ask them to dictate some
as well to the class.
After dictating, make students write
the numbers as well, using letters.
Ss complete the exercise in the
book.
Extra activity: Sit Ss in pairs and
make them dictate numbers to each
other.

LEARNING ACTIVITIES
Closing
 Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
For this activity, you might want to Students make a conversation Book, p. 55 Conversations Heteroevaluation
establish the rules first. with a partner. and practice
Ask Ss to stand up and mingle
around asking their partners their
birthdays.
They should write at least 5 different
birthdays.
Encourage them to ask more
partners and write what they say on
their notebooks.

LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Teach some and any by providing some Students learn how to make an Whiteboard Email Heteroevaluation
examples on the board. email. Markers
Ask Ss to look at the grammar chart and Students follow the main guidelines. Books p. 55
the examples in the book. Audios

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ask Ss to look at the picture and Students use there is and there Book, p. 56. Practice Heteroevaluation
describe what they see in it. are in sentences and learn to use
Make a vocabulary list with them, of all them.
the objects they can find.
After making the list, ask Ss to answer
the exercise in pairs according to the
instructions.
Check together.
Encourage Ss to make more sentences
using the vocabulary list.
If they have more pictures in the
classroom, they can also use those
pictures to practice more.

LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ask Ss if they know who DJ Diplo is, Students read and answer Book, p. 57 Answers Heteroevaluation
brainstorm some ideas. reading comprehension
Before listening, ask Ss to underline questions.
any unknown vocabulary.
Play the audio a first time, books
closed. What do Ss remember from
the listening?
Play a second time, and ask Ss to
open their books and follow the
reading.
When you have finished with the
second audio, ask random questions
for comprehension: Who is Diplo?
Where does he live? What does he
do? What is his favorite car?
Then, ask Ss to sit in pairs and read
the statements underneath the
reading.
Tell them they have to answer True,
False or Doesn’t say
Check together.

LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Start by mimicking the words to Ss. Write Students learn the vocabulary. Whiteboard Vocabulary cards Heteroevaluation
each one on the board. Ss copy them in Markers
their notebooks. Books p. 57-58
Closed books, Ss listen to the audio and Audios
repeat for pronunciation.
Open books, Ss look at the pictures and
repeat along with the audio.
Practice by spelling each adjective.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ask Ss to use the personality adjectives Students learn the vocabulary Book, p. 57-58 Vocabulary Heteroevaluation
to describe members of their family. learned
Ask them to read the example.
They can work in pairs.
Some Ss share their sentences on the
board. Revise together for grammar and
punctuation.
Ask Ss to make 5 more sentences
describing people in the classroom.
 LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss work in pairs, describing the Students write three sentences Book, p. 58 Answers Heteroevaluation
pictures in the book. Ask them to
make at least three sentences for
each picture.

LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Warmer Students participate actively Chairs Conversation Diagnostic

Ask Ss the questions: What do you like to
shop? Who do you go shopping with? Do
you have any favorite items to shop? Do
you hate shopping? Why?
Comment as a group.
It’s a mistake teaching that countable is Students learn countable and Vocabulary pictures Vocabulary
what you can count and uncountable what uncountable nouns p. 61-62
you can’t count.
A basic explanation is that you can add a
number in front of countables, but you
can’t do that to uncountables. For
example, while we can count the individual
bills and coins, and say we have 10 dollars,
we don’t say we have 10 monies.
Write on the board the following words
and make a two-column chart writing
COUNTABLE on one side and
UNCOUNTABLE on the other. They should
be different to the ones in the book.
Divide the nouns with Ss and make them
write the chart in their notebooks
Open books, play the audios and Ss repeat
the words.
Play again and have Ss practice in pairs.
Teach the words we use for countable and
uncountable: a lot, not many, a few, many,
quite a lot, enough.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss sit in pairs and write U for Students make the exercise Book, p. 63 Exercise solved Heteroevaluation
uncountable and C for countable.
Revise together.

LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
In pairs, Ss draw the objects which Students draw and write the Book, p. 63 Answers Heteroevaluation
they can find in their fridge. Make corresponding objects.
them divide them in countable and
uncountable.
First, they have to draw the objects
in their fridge.
Second, they have to write the
words in the chart.
They will be drawing, so this activity
might take a while.
 LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Explain the how much and how many Whiteboard Exercises on Heteroevaluation
difference, have Ss check the grammar in Students learn the difference Markers notebook
the book. between how much and how many. Books p. 64
Explain that we use these two to find out Audios
the quantity of something, one for
countable (how many) and another for
uncountable (how much).
Give a few examples. Write them on the
board for Ss to write them in their
notebooks.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss practice the topic in pairs and the Students answer the exercise. Book, p. 64 Exercise solved Heteroevaluation
class revises together.
Can the class give more examples? Write
them on the board and Ss copy them.

LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss make a survey around the Students make the survey Book, p. 64 Answers Heteroevaluation
classroom asking questions to
different classmates.
Check that Ss complete the chart.
Brainstorm together.

LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Ask Ss if they know who Madonna is. Whiteboard Exercises on Heteroevaluation

Brainstorm. Students practice reading Markers book
Books closed, play the audio and Ss listen comprehension, p. 65 Books
for the first time. Ask random questions: Audios
What does Madonna do? When did she
begin her career?
Books open, Ss listen a second time and
they underline the unknown vocabulary.
SS read the questions about the reading
and complete them in pairs.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ask Ss to complete the answers. Students answer the exercise. Book, p. 65 Exercise solved Heteroevaluation
Revise together and feedback.

LEARNING ACTIVITIES
Closing
 Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss will make a writing about Complete the exercise Book, p. 65 Writing Heteroevaluation
interviewing Madonna. They will
have to ask her 5 other questions
using how much and how many.
Revise and feedback.

LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Explain the word gadget (a device used to Whiteboard Exercises on Heteroevaluation

solve a problem in life, e.g., a cell phone to Students learn new vocabulary, p. Markers book
make calls outside home, work or a place 66 Books
in general). Audios
Ask Ss which gadgets they already use.
Make a list on the board.
Ask Ss to open their books in page 66 and
look at the different gadgets. Do they know
any already?
Ss listen for the pronunciation and repeat.
Practice spelling in pairs.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss write the name of the gadget being Students answer the exercise. Book, p. 66 Exercise solved Heteroevaluation
described.
Check together to revise.
Can Ss define the rest of the gadgets?
 LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss solve the puzzle. Project the correct Complete the exercise Book, p. 66 Answers Heteroevaluation
answers with the use of your Digital
Book.
Feedback

LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Remind Ss how we make the present Whiteboard Exercises on Heteroevaluation

simple. Students practice using the present Markers book
Teach the use of interrogatives and simple for negatives and Books
negatives with the use of the book chart. interrogatives (p. 67). Audios
Set some examples and have Ss write them
in their notebooks.
Instructions: Make questions and negatives
for the following sentences:
I usually wake up early.
I like bananas.
They are my best friends.
We are the worst team.
Laura and Charles practice surfing

LEARNING ACTIVITIES
 Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss ask different partners in the Students answer the exercise. Book, p. 67 Exercise solved Heteroevaluation
classroom, the questions they have in
the book.
Ss can ask at least 5 different partners
and write the rest of the answers in
their notebooks.

LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss find the information from the Complete the exercise Book, p. 67 Answers Heteroevaluation
questions. They can do this exercise in
pairs or for homework.
Revise together and feedback.

References
Sources:
Ameka, Monica. 2019. Lifestyle. London Education. Mexico

Photographic evidence
Photographs:
 Evidence evaluation
Evidence andevaluation tools: