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
Purpose 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:
The importance of language and Students read a tourist guide of a city and Corresponds to the expected learning
Reading, writing and oral
grammar role in it. recognize the most important places to ask outcomes and to the specific contents;
production as learning
Argumentative text. information about them. they are the evidences of the
sources and abilities
The text as resource Students use prepositions of movement to achievement of the expected learning
practice.
information and new ideas. outcomes.
The importance of reading express how to get to some places.
to writing production. Students use there is and there are to talk about
The importance of reading public spaces.
to writing in based Students use indefinite articles.
argument. 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.
Expected learning product:
a) Ten interrogative sentences in present simple. Five affirmative sentences in present simple Five negative sentences in present simple
b) Students write and upload to an online blog seven sentences describing and comparing gadgets.
c) A video portraying people asking about the existence of eight different places in a city and ask for directions to get to those places.
Specific contents:
My father does not work in the afternoon.
What do you know about the latest and most advanced gadget? How much is it? / How much does it cost?
How can I get to the church?

Socioemotional ability (HSE): 3.3. Which obstacles can I control and which I can’t?
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. 72 Exam solved Diagnostic

Applies the diagnostic test
Books closed. Ask Ss: What personal Chairs Whiteboard Game
objects do you use every day? Brainstorm. Desks Markers
Tell Ss to look at the words in the box in Notebooks
the book. Read them aloud and pronounce Books
them together.
Play the audio and pause after each object.
Ss repeat for pronunciation.

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

Ask Ss if anyone is interested in fashion and The student practices reading Whiteboard Listening exercise Diagnostic
makeup. Ask if anyone is familiarized with comprehension skills. P. 74 Markers
Rosy McMichael’s name. Brainstorm. Notebooks
Tell Ss to scan the text quickly for any
unknown vocabulary. Revise together.
Play the audio once and Ss follow he
reading.
Play a second time, this time Ss should
listen in order to complete the missing
information.
Revise together.

LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss answer the questions in pairs. Revise Students practice reading Book, p. 74 Speaking Heteroevaluation
together. comprehension. dialogues
Extra practice: You can ask Ss to revise
the audio again and identify the
structures and vocabulary used in the
reading. Make SS write this information
in their notebooks.
 LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Draw a large apostrophe on the board: the Students learn possessive pronouns. Whiteboard Exercises solved Heteroevaluation
kind with a circle and a curled tail. Markers
Tell students that this curly symbol has Books p. 74
many uses in the English language.
Share out the uses of the apostrophe; for
example, contractions, possession, slang,
deleted letters.
Provide some examples.
The dog’s bowl was full.
Who does the bowl belong to? The DOG.
So, the arrow, or apostrophe, points to
“dog” and add an S.
This rule even works for plural nouns.
Check out these examples:
The women’s cars are parked.
All of the kids’ balloons are yellow.
Who did the carss and balloons belong to?
The WOMEN and KIDS.
If the plural noun already ends in S just add
the apostrophe.
Strangers’ books.
Ask Ss to read the grammar in the book
and complete the exercise in pairs.
Revise together and feedback.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
 products grades
Ask students, "What is a pronoun?" and Students review possessive Book, p. 75 Listening Heteroevaluation
ask for examples. pronouns. exercise
Have the students to place something
that belongs to them into a box or bag.
Choose an item and say, "Whose book is
this? It's not mine. It's hers."
Write on the board examples to follow.
Ask a student to pull something from
the bag or box, using the possessive
pronoun to ask questions or make
statements. For example, he/she can
say, "Is this her eraser? No, it is mine."
Continue with other students for four or
five turns.
Ask students to choose an object in the
classroom and use a possessive pronoun
in a statement or question, e.g. "Is that
your desk or is it hers? (while pointing to
the person at the desk)"
Check together the chart and examples
on the book.
Ss practice in pairs and then the whole
class revises together. Feedback

LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss sit in pairs and make the practice Students practice possessive Book, p. 75 Speaking Heteroevaluation
part. Revise together. Feedback. pronouns. dialogues
 LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Tell students that today's lesson will Students learn more about wh- Whiteboard Exercises Heteroevaluation
involve asking questions about a story. question words Markers
Let them know that you'll project a story, Books p. 76
and that after you finish, you'll ask them
two questions about what you've read.
Project The Lion and the Rat. (it is way
better if you play a video, but in case you
can’t download one, project the reading)

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Revise work, monitor. Ss solve the exercise in pairs. Book, p. 76 Chart Heteroevaluation
Revise together and feedback.

LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Revise and monitor. Ss will make questions about the Book, p. 76 Sentences Heteroevaluation
facts. They have to search for the
information, so you might want
to leave this for homework.
Revise together and feedback.
 LEARNING ACTIVITIES
Opening
Teacher activities Student activities Resources Learning Type of evaluation / Time
products tool / grades

Warmer Students participate actively. Chairs, board Conversation Diagnostic

Ask Ss if they have been to a zoo, the kind
of animals they can find in there, if they
like visiting zoos, why or why not,ask them
about their favorite animal.
Introduce the topic by projecting the Students learn the vocabulary. Whiteboard Vocabulary cards Heteroevaluation
images with the Digital Book. Markers
Pronounce the words for Ss to repeat. Books
Play the audio once and pause after each
object.
Ss repeat for pronunciation.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Books closed. Tell Ss they will listen to a Students practice listening Book, p. 80 Solved exercises Heteroevaluation
group of animals talking about a
situation. Ss listen a first time.
After listening, ask random questions:
How many animals were there? What is
the situation? Who spoke?
Play the audio again, this time books
open. Ask Ss to look at the name of the
animals. They should label the animals.
Ss listen a third time and write the
adjectives they hear.
 LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ask Ss to write a description of five Students practice in a reading Book, p. 14 Paragraph Heteroevaluation
animals, using the vocabulary from this text.
lesson.
Model the first sentence:
Mice are small, chubby animals that live
everywhere.
Revise together and feedback.

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

Ask Ss, "What is a pronoun?" Encourage Ss Students learn about object Whiteboard Exercises Heteroevaluation
to give examples of pronouns. pronouns. P. 81 Markers
Tell Ss that today they will be learning Books
about a specific type of pronoun called an Audios
object pronoun.
Ask Ss to open their books and look at the
chart.
Explain the differences and provide a few
examples.
Ask Ss to come up with their own definition
of an object pronoun after reading the
book.
Explain to Ss that an object pronoun is a
word that replaces a noun as the object of
the sentence. An object pronoun usually
comes after the verb (ie. the dog ate it
before noon) or a preposition (ie. the dog
played in the garden with him).
Explain to Ss that you know it needs an
object pronoun because it is either after
the verb or the preposition in the sentence.
Ss write the examples in their notebook.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Explain to Ss that they will be reading Students answer the exercise. Book, p. 81 Solved exercises Heteroevaluation
sentences with the object underlined
today. They will be responsible for
choosing the object pronoun in the
sentence.
Model the first sentence.

LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
After they have written the last Students make their writing Book, p. 82 Writing Heteroevaluation
exercise using paragraphs, it will be practice
easier for them to write the last
exercise using pronouns.

Ask Ss to write a draft, check it first.

Ss then write it on a piece of paper
and share it with a classmate for a
second revision.

Ss get their writings back and start

building their final writing for you to
evaluate.
Feedback.

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

Books closed, try to get Ss talking about Learn vocabulary p. 82 Whiteboard Seasons Heteroevaluation
seasons. Ask students what season they Markers
like best and see if anyone can explain why. Books
If certain vocabulary words come up, write Audios
them on the board and have Ss copy them
in the notebook. You can also talk about
different activities students like to do
during particular seasons and why.
Ss listen a first time to the descriptions in
the audio. Ask questions about what they
heard.
Open books, Ss look at the pictures and
listen a second time. This time Ss will look
at the pictures as they listen to the
description and try to identify the weather
word.
Ss listen a third time and answer matching
the pictures to the words in the box.
Revise together and feedback.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Start the lesson by explaining the Students revise comparatives and Book, p. 83. Solved exercises Heteroevaluation
definition of a comparative adjective superlatives.
and a superlative adjective. Brainstorm.
Compare two items of your choice. Ask
Ss to give you an example of a
comparative adjective in a sentence and
one of a superlative.
Give the student a list of adjectives to
turn into comparatives and superlatives:
interesting, boring, big, pretty, funny,
happy, small, red, and wet (first they
should read the rule).
Open books.
Ask the student to provide an example
of a sentence using a superlative
adjective, and correct any mistakes
which you hear.
Ask Ss to divide the list of adjectives in
their notebook.
As they complete the list, correct any
mistakes you see and answer any
questions which they may have.

LEARNING ACTIVITIES
Closing
 Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss answer the three exercises in Students practice comparatives Book, p. 83 Answers Heteroevaluation
pairs. Revise together. and superlatives.

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

Warmer Students participate actively. Whiteboard Answers Heteroevaluation

Ask Ss to talk in pairs about their favorite p. 87 Markers
places to visit on their free time. Why do Books
they visit those places? What do they Audios
usually do in there? Do they like to go with
someone or by themselves? Which is a
place they would like to visit? Why?

Introduce the topic by telling Ss they will Students write the words. Books p. 87-89
listen to an audio where they will have to Students practice listening.
write some missing words.
Books closed, Ss listen to the audio one. Ss
look at the maps on p. 88 and 89 to follow.
You may project the Digital Book for better
understanding. Ask random questions
about it.
Open books, ask Ss to read the paragraph
and Ss listen a second time and write the
missing information in the lines.
Feedback.
 LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
The map has three more buildings Students indicate Book, p. 87 Writing Heteroevaluation
without a name. Ss sit in pairs and
give each building a name of a place.
Ss indicate the directions to those
places, having one spot in the map
as starting point.
Ask Ss to write in their notebooks if
the space in the book is not enough.

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

Using the Digital Book, model each one of Students learn how to give Whiteboard Directions Heteroevaluation
the directions vocabulary setting an directions, p. 90 Markers
example in the map. Books
Revise with Ss asking how they would ask Audios
for directions.
• Excuse me. Where is __________?
How can I get to __________?
Can you tell me how to get to _____?
Give example sentences of the location of
places on the map using the prepositions
Ask each Ss to give the location of a place
on the school map using the prepositions.
• Where is the ___________?
o The ___________ is next to the
___________.
Provide several examples and feedback.
 LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Before listening, ask Ss if they know who Students practice reading Book, p. 91. Draft Heteroevaluation
Karl Lagerfeld was. Brainstorm. comprehension
Ask Ss to scan the text and find any
unknown vocabulary.
Teach the vocabulary.
Books closed, Ss listen for a first time.
Ask random questions.
Open books, Ss read the questions at
the bottom of the reading. Ss listen a
second time and answer true or false.
Feedback.

LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss sit in pairs and draw a map of Students make a map. Book, p. 91 A map Heteroevaluation
their home city / town.
Ss play together guessing the places
and location of some areas.
Ss write the directions to three
specific places giving one starting
point.

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

Play the "Snake Follow" game Students play along. Whiteboard Family members Heteroevaluation
Get everyone to line up behind the Students learn the vocabulary p. 92 Markers
teacher. Get everyone to shout "Where are Books
you going?" and on that prompt the Audios
teacher shouts back "Over here!" - then
start walking to a different part of the
classroom, with everyone following in a
line behind you (like a snake).
Keep doing this as you snake your way
around the classroom at different speeds.
Other students can also have a go at being
the head of the snake.
Try the game outside the classroom.
Go inside the classroom and teach the
different vocabulary and Ss try to match
the places to their names without listening.
Books closed, Ss listen to the descriptions.
Ask random questions.
Books open, Ss listen again and correct the
names of the places.
Revise and feedback.

LEARNING ACTIVITIES
Development
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Ss play with a partner and in the map Students practice using maps. Book, p. 93 Map Heteroevaluation
different public places. Ss write the
directions in their notebooks.
 LEARNING ACTIVITIES
Closing
Teacher activities Student activities Resources Learning Type of evaluation / tool / Time
products grades
Using the vocabulary, Ss make a Students practice the lesson’s Book, p.93 Answers Heteroevaluation
description of a city or town they vocabulary and grammar.
have visited. They should make a
map.
Play "Flashcard Slam" and "Missing
Flashcard"
First play "Flashcard Slam" – lay all
the flashcards, picture up, on the
floor and get everyone to sit around
the cards in a circle (for large groups,
have a few sets of flashcards so you
can do this in groups). Teacher says
"Touch the station!" and everyone
must quickly slam their hand down
on the correct card. Play this until
every card has been practiced.
Then play "Missing Flashcard" – with
the cards all laid out on the floor, tell
everyone to close their eyes. Then
the teacher takes away one card. Say
"Open your eyes!" and everyone
must shout out the missing card.
Continue to play with other missing
cards until all vocab has been
practiced. (Taken from
https://www.eslkidstuff.com/lesson-
plans/pdf/places-in-my-town-lesson-
plan.pdf)
 References
Sources:
Ameka, Monica. 2019. Lifestyle. London Education. Mexico

Photographic evidence
Photographs:

Evidence evaluation
Evidence andevaluation tools: