Secuencia Didactica3semanas

Escuela Normal No.
4 de Nezahualcóyotl
Bachelor Degree in English Teaching and Learning in Secondary Education
Argumentative Didactic Lesson Plan
Practicum Institution: Secondary School "General Xicotencatl" #10
Head Tutor Teacher: Professor Josue Jonathan Fidel Sanchez, Indhira Cruz Medina
Grade and Group assigned: 1st B, 2nd B and F, 3rd A
Teacher in Training: Hernández Méndez Martha Itzel
Practicum Term: October 10th to 28th 2022
Tabla de contenido
Presentation .......................................................................................................................................................................................................................................................................................................................... 4
School Panorama ................................................................................................................................................................................................................................................................................................................... 5
Interaction levels .............................................................................................................................................................................................................................................................................................................. 5
School culture ................................................................................................................................................................................................................................................................................................................... 6
Contextual Framework .......................................................................................................................................................................................................................................................................................................... 7
External Context .................................................................................................................................................................................................................................................................................................................... 7
The socioeconomic conditions.......................................................................................................................................................................................................................................................................................... 7
The socioemotional aspects.............................................................................................................................................................................................................................................................................................. 8
The literacy levels ............................................................................................................................................................................................................................................................................................................. 8
The geographic location ................................................................................................................................................................................................................................................................................................... 8
Internal context ..................................................................................................................................................................................................................................................................................................................... 9
Physical Infrastructure ...................................................................................................................................................................................................................................................................................................... 9
Academic infrastructure ................................................................................................................................................................................................................................................................................................... 9
1st B Group Profile ............................................................................................................................................................................................................................................................................................................... 10
Conceptual contents ....................................................................................................................................................................................................................................................................................................... 10
Procedural contents........................................................................................................................................................................................................................................................................................................ 10
Attitudinal contents ........................................................................................................................................................................................................................................................................................................ 10
2nd B Group Profile............................................................................................................................................................................................................................................................................................................... 11
2nd F Group Profile ............................................................................................................................................................................................................................................................................................................... 12
3rd A Group Profile .............................................................................................................................................................................................................................................................................................................. 13
Diagnosis conclusion............................................................................................................................................................................................................................................................................................................ 14
Teaching Project Scheme
School Panorama
Teaching project Scheme Barriers identified
Presentation Didactic Sequence
Argumentative Didactic Strategies

Didactic Lesson Plan Foundation
Assessment Strategies
References
Foundation
Annexes Contextual framework
Group Profile
Presentation
the following work contains information that was collected on September 22 and 23 during the observation practice of the secondary school "general Xicontencatl
#10" where a diagnosis of 4 groups of students was made. the following points are taken into account the educational panorama in which the role of the teacher,
the school culture, school coexistence and transformation policies are highlighted. to continue with the internal context in which we find socioeconomic,
socioemotional aspects, literacy levels and geographic location. the internal context is taken into account where we obtain information about the conditions of the
school facilities. Finally, the profile of the group where we develop conceptual, procedural, attitudinal contents, strategies, barriers, etc.
to show the didactic proposals of the intervention days for the 4 groups of 1st, 2nd and 3rd grade, where we implement didactic proposals and the development
of the planning identifying the needs of the students and then evaluate them with evolution instruments.
School Panorama
During the observation process in the secondary school "General Xicotencatl" #10, some instruments were used in order to gather information about different
aspects of the teaching and learning conditions and the different aspects that can intervene in favor or against the expected learning achievements. The main
findings are the information that was collected through an observation wink and using the teacher. Role of the teacher- When observing educational spaces, it is
of utmost importance to know the work place where both general and particular data are obtained. According to Perrenoud (2004), observing the teacher's role
from the 10 new teaching competencies proposed gives us data on how the teacher should approach the class, for example, each teacher plans his class differently
while one develops the class with worksheets, the other teacher develops it with notes in the notebook, thus allowing meaningful learning with students, each of
the teachers has mastery of the contents since they are very basic topics from first to third grade, the contents that are worked are the same since due to the
pandemic situation has generated a lag with the students, however, only one teacher implements the different methodologies for teaching English, for example, a
translation method where the teacher moves the students who have no knowledge so that they can then repeat it.
but due to the fact that there are students with different academic levels and learning rhythms due to the fact that they have been working with them for more than
a year, as perrenoud (2008) mentions in order for each student to progress towards the intended objectives, it is very often desirable to put him in an optimal
learning situation. It is not enough that it makes sense, concerns you and mobilizes you. Also you need to require it in your next development area. That is why
two teachers have a meeting to address the points to be discussed with the students from where they start working and with which students they face in the class,
talking with the teachers themselves they have managed to identify the types of students they have and the problems that each one has both as a student and as a
group in general.
Interaction levels
This is why teachers must provide a development within the classroom adequate to the needs of the students, a clear example of them is that teachers keep close
to the students with some kind of problem both scholastic and psychological as Jackson (1990) mentions a factor of utmost importance for the development and
proper functioning of the classroom; the role of the teacher in various situations this means that the teacher must take into account the diverse needs of the
students. that is why the teachers developed class rules together with the students to have a mutual agreement. group work, pairs and trios where students help
each other is noticeable since the English class for most of the students is somewhat difficult they resist participation
but not only should there be rules, the teacher must work with different learning theories and in this case they work with constructivism, behaviorism and
humanism According to Sacristán & Pérez (2008) they explain to obtain a change in the situation in which they find themselves the subject between the physical
context and the sociocultural contexts where phenomenological situations are established in which the subject participates. With the use of these theories, teachers
manage to develop processes in students since they relate them to topics of their interest.
School culture
According to Elias (2015) as an element that obeys the components of the school; values, traditions, norms, achievements or costumes The school culture that
develops within the school is very much marked by the different aspects that are developed within it, the school shows a vision in which students are trained to
develop intellectual, scientific, technological and humanistic skills. It also promotes the essential values for human coexistence, which promote state identity and
therefore national identity, allowing the student to integrate into society, as an individual responsible for their social and cultural reality, and responding to the
needs of the country in the era of globalization. in this way the school works to promote values such as respect, equality, tolerance, solidarity and empathy inside
and outside the classroom.
Not only that but it also works with different rituals such as: punctuality, exchange of spaces, school uniform, queuing to enter the classroom, as Elías (2015)
mentions, school grammar refers to political and social meanings, political and organizational wings that are established so that students comply with an
organization and are allowed to stay in school.
The classroom coexistence as mentioned above, the school community has its own culture. This culture affects the way in which students relate to each other and
to their teachers, which has an impact on the way in which classes are conducted during English classes, teachers manage to get along with the students and have
a good relationship with them, but due to the different activities within the school, students adopt certain attitudes and behaviors that are not appropriate for the
development of the class.
Contextual Framework
The context is one of the elements to identify the conditions that are in favor and against the student's development within the school, not only in the school but
also in the development of the class, considering the student's needs because in this way we will notice if their performance is positive or negative. Favoring their
participation in the teaching-learning process. The link between schools and their environment is an important element for quality and educational innovation;
for the delimitation of the educative panorama involved in the teaching and learning process of the students in 1° 2° 3° grade group a, a series of instruments were
used with the intention to collect important data during the observation terms at the secondary school “Xicotencatl #10”; the analysis of the results obtained in
the observation process is organized in two main areas: the external context and the internal context.
External Context
The importance to know the external context of the school is because of the behavior in the classroom is linked to the context external According to Zenteno
(2020), the external context is everything that the community, sector or city offers the student, can help or harm learning. The main characteristics can be: the
role of parents, socioeconomic level, religious freedom, linguistic freedom, geographic location of the community or city, social problems such as violence, drug
addiction, alcoholism..., health services, communication services, services such as electricity, water, drainage, transport..., recreational spaces and security
The socioeconomic conditions

In order to identify the different aspects related to the socioeconomic conditions that students are involved in, a survey was conducted and the results show tha
the socio-economic aspects were treated with a series of questions for the student regarding their family environment and these data showed that a little more
than 75% live with both parents while the other 25% live with only one parent and grandparents. from the above results both parents work and contribute money
to the household, in the majority of cases it is the mothers who earn the most. According to data from the ENOE, in the first quarter of 2021, the labor participation
rate in the State of Mexico was 54.7%, which implied a decrease of 0.35 percentage points compared to the previous quarter (55.1%) and a decrease of 3.95
percentage points compared to the same period of the previous year (58.7%). The data displayed corresponds to the federative entity of the State of Mexico, since
there is no representativeness at the municipality level. The average monthly salary in the first quarter of 2021 was $3.29k MX being higher by $197 MX compared
to the previous quarter ($3.1k MX) and lower by $68.5 MX compared to the same period of the previous year ($3.36k MX). This is due to the environment where
the students are, where the majority develops in an area of merchants from the sale of food, fruits, vegetables, butcher0. shops, tortilla shops, shoe repair shops,
candy shops, adding that there is a market very close from school
The socioemotional aspects
Socio-emotional aspects are a process through which people learn to understand and manage their emotions, set and achieve positive goals, feel and show empathy
for others, establish positive relationships and make decisions responsibly. FAROS (2022) in this case, during the days of observation, I did not apply an adequate
diagnosis, but what I managed to obtain through observation is that they are students who work with their identity. Due to the environment in which they were
previously developed due to the pandemic, the students did not have enough interaction with each other, rather they felt better being alone despite the fact that
they have already been working together for a year.
The literacy levels

Literacy levels- according to Marín (2020) refers to everything that people do to read and write, understanding this as a social practice that is located in a given
context. in this case, data were obtained regarding reading and the data show that more than 80% of students have not read more than three books during the year,
which indicates a negative learning in reading, as mentioned in the PISA test conducted in 2018, students do not achieve the basic levels to follow their academic
level: 45% do not achieve sufficient learning in reading.
the educational degrees in Nezahualcóyotl are as follows in 2020, the main academic degrees of the population of Nezahualcóyotl were Preparatoria or
Bachillerato General (229k people or 27.6% of the total), Secundaria (224k people or 27% of the total) and Licenciatura (172k people or 20.7% of the total). but
it also shows a high rate of illiteracy of Nezahualcóyotl in 2020 was 1.85%. Of the total illiterate population, 30.9% corresponded to men and 69.1% to women.
* The illiterate population is considered to be the population 15 years of age and older who do not know how to read or write. Censo de Población y Vivienda
(2020)
The geographic location

Secundaria General "Xicoténcatl" school, C.T. Code 15DES0010Z, is located in Colonia Metropolitana Tercera Sección, Ciudad Nezahualcóyotl. Tacubaya
Street, Ref. Avenida San Angel Street, Avenida Lago De Xochimilco Street, Coyoacan Street, Coyoacan Street.
Internal context
According to Zenteno (2020), the internal context is all that the school can offer the student to help or hinder his or her learning. to the student to promote or
hinder his or her learning; these characteristics can be: number of students, type of school, services type of school, the services it has, the resources it offers,
school organization, infrastructure, psycho-pedagogical support, infirmary, library, library, room, and so on, infrastructure, psycho-pedagogical support,
infirmary, library, computer room, sports areas, cafeteria area, auditorium, auditorium, school areas, etc. auditorium, green areas, and support programs in which
the school participates.
Physical Infrastructure
Data was obtained on the areas and buildings where the students develop their studies: 25 classrooms with 5 classrooms for the various workshops distributed in
a single L-shaped building, social work and guidance office, archives, janitor's office, medical service, teachers' room, parking lot, school store, school stationery,
civic courtyard, basketball, volleyball and soccer courts, a pavilion for civic ceremonies, restrooms and an area for the nurse's office.
Academic infrastructure
The school has an enrollment of 500 students, 3 groups of each grade; in this case we are working with 1b, 2b, 2f and 3a, with a total of 90 students. about 18
teachers of which 3 are English teachers. Data were obtained through the diagnosis of the different groups that, according to Luchetti and Berlanda (1998),
diagnosis is understood as the process through which we know the state or situation in which something or someone is, with the purpose of intervening, if
necessary, to bring it closer to the truth. these were obtained on September 22 and 23 with the 4 groups 1st B, 2nd B and F, 3rd A. in which 3 procedural and
attitudinal conceptual contents were covered.
1st B Group Profile
Conceptual contents
during the observation days we set out to create a series of conceptual contents, which are "those data or facts that the student must understand and incorporate
into his mental structure in a meaningful way". in the first section we selected 4 questions; where and when were you born, what is your favorite food, what do
you think about social networks and what to do in case of emergency. 1st "A" This group consists of 16 students, of which only 2.5% of the total managed to
answer the questions developed in English, while the other 75% did not answer at all. in the second section we asked for a brief description of themselves of
which only 1. Finally, in the third part, a brief reading was added to answer 5 questions, of which only 2.5% of the total managed to answer the questions
developed in English, while the other 75% answered absolutely nothing.
Procedural contents
for the procedural content that is "a set of ordered actions, aimed at achieving an objective". It is important to say that procedural knowledge refers to the execution
of procedures, strategies, techniques, skills, methods, etc., where the procedure to reach a result is described. in this part the following problem was proposed -In
a glass box there are 8 red spheres, 5 blue spheres and 7 black spheres. When drawing any one ball, you want to calculate the following: The probability that a
ball is red. Of the 16 students only one student answered the problem but she gave a brief solution but it was not developed correctly.
Attitudinal contents
The attitudinal content is the degree that is manifested in the attitudes that the student has when it comes to being in the development of their learning. for this, a
series of questions about the interest in the English subject, the importance that they themselves give to it, etc. were taken into account. The results showed that
more than the student's attitude towards the subject, they are more interested in it than in the subject itself, and they are more interested in the learning process.
75% of the students are interested in the attitude and willingness to learn.
2nd B Group Profile
Conceptual contents
you think about social networks and what to do in case of emergency. In order to collect information about the previous knowledge of the students 2nd “B” This
group is made up of 26 students of which only 5.0% of the total managed to answer the reading and writing activities developed in English, 5.0% did not answer
anything.
Procedural contents
of procedures, strategies, techniques, skills, methods, etc., where the procedure to reach a result is described the procedural question, in this part the following
problem was proposed only Two people are traveling in a car. The younger one is the daughter of the older one, but the older one is not her father. who is he?
50% gave an argued answer to the problem that was proposed while 5.0% did not answer anything,
6.9 % of the students are interested in the attitude and willingness to learn.
2nd F Group Profile
Conceptual contents
you think about social networks and what to do in case of emergency. In order to collect information about the previous knowledge of the students 2nd "F" this
group is made up of 23 students of which only 7.2% of the total managed to answer the reading and writing activities developed in English, 2.7% answered the
questions in Spanish. which indicates that the students have more knowledge but the answers are given in Spanish.
Procedural contents
of procedures, strategies, techniques, skills, methods, etc., where the procedure to reach a result is described. question of the procedural, in this part the following
problem was proposed - only Two people are traveling in a car. The younger one is the daughter of the older one, but the older one is not her father. who is he?
only 7.3% gave an argued answer to the problem that was proposed while 2.7% did not answer anything, and regarding the attitude and willingness to learn
85% of the students are interested.
3rd A Group Profile
Conceptual contents
you think about social networks and what to do in case of emergency. In order to collect information about the previous knowledge of the students 3rd "A" this
group is made up of 25 students of which only 6.4% of the total managed to answer the reading and writing activities developed in English, 3.6% did not answer
the questions. which indicates that the students have more knowledge but the answers are given in Spanish
Procedural contents
of procedures, strategies, techniques, skills, methods, etc., where the procedure to reach a result is described. question of the procedural, in this part the following
problem was proposed -You are in front of a river and you have with you a coyote, a chicken and corn. You find a small boat so you can cross the river, however,
it only fits you and one other belonging. In what order do you take them across the river? only 5.6% gave an argued response to the problem that was proposed
while 4.4% did not answer anything, and regarding
he attitudinal content is the degree that is manifested in the attitudes that the student has when it comes to being in the development of their learning. for this, a
more than the student's attitude towards the subject, they are more interested in it than in the subject itself the attitude and willingness to learn, 70% of the students
are interested
Diagnosis conclusion
during the observation and realization it was possible to identify specific points about the students how they work in the classroom, their context, learning, etc.
in this case most of the students are at a very low level of learning, according to Key Learnings (2017), at the end of primary school they would have the A2 level
(comparable to the second year of primary school), and in compulsory secondary education they would have the B1 level (of the european reference framework
(first and second year of intermediate level). but the results show that it is not so, most of the students continue taking basic subjects and although most of the
students have the positive disposition to learn the language, for this reason I have decided to work under the methodology proposed by James J. Asher total
physical response, in this methodology I will work the psychomotor area, since the teacher and the student must take the roles of the teacher and the student, and
the student must take the roles of the teacher and the student, and the student must take the roles of the teacher and the student.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
7:00 – 7:50 X X X
X X
7:50 – 8:40 2F X X 2F
X
8:40 – 9:30 X 2B X X
2B
9:30 – 10:20 X X 3A 2B
2F
10:20 –
10:40 BREAK
10:40 – 3A X X 3A
11:30 X
11:30 – 1B X X X
12:20 X
12:20 – X X X 1B
13:10 1B
Didactic sequences under Key Learning guidelines
+
Cycle: 4° Grade: 1st Group: “B” Week: First
Environment: family and community Communicative Activity: exchange associated with information about oneself and Social They allow to discover the conventions of the written
others Practice: language from communicative situations.
Learning Unit: 1st unit Product: sheet with the present simple sentences in affirmative, negative and questions.
Day 1 Day 2 Day 3
Achievements Achievements Achievements
students are able to make sentences of the present simple tense in a positive students are able to make sentences of the present simple tense in a negative students are able to make sentences of the present simple tense in a
form form Question form
Activities Resources Assessment Activities Resources Assessment Activities Resources Assessment
Introduction blackboard Introduction blackboard sentences made Introduction blackboard sentences made
the teacher is going to be presented markers sentences made The class begins by asking the markers in class. The class begins by asking the markers in class.
with the students, slides in class. students how they are feeling slides anecdotal notes students how they are feeling slides anecdotal notes
the class rules that will be used and list of verbs anecdotal notes today? list of verbs today? list of verbs
asking the students for the students are asked to remember students are asked to remember
appropriate materials for the classes. what we saw last class? what is the what we saw last class?
feedback will be given by asking simple present tense? it is not but now asking about positive and
about the pronouns previously seen necessary for them to give a long negative form sentences
in class. I am going to share a verb description, just a few words.
sheet
Development and interaction Development and interaction Development and interaction

with the use of the projector we will now we will show the students by now we will show the students by
give a brief introduction of what is means of slides negative sentences means of slides Question sentences
the present simple tense, what is its of the present simple, we will of the present simple, we will
use, rules and some examples. explain the rules for the 3rd person, explain the rules for the 3rd person,
students will be asked if they have now we will go to the blackboard now we will go to the blackboard
any questions. and together with the students we and together with the students we
with the use of the blackboard we will make 3 to 4 sentences. taking will make 3 to 4 sentences. taking
will now move on to form sentences into account the list of verbs into account the list of verbs
in the affirmative 4 or 5 sentences.
using the examples in the list of verbs
Closure Finally, the students will Closure Finally, the students will Closure: Finally, the students will
make 4 sentences as the final product, make 4 sentences as the final make a sentences as the final
and some students will come to the product, and some students will product, and some students will
front to represent a sentence. come to the front to represent a come to the front to represent a
sentence. sentence. but now going on to
represent each of the sentences in
positive, negative and question
form
Teaching Methods: tpr proposed and developed by James J. Asher

Observation.
Cycle: 4° Grade: 1st Group: “B” Week: Second
Environment: family and community Communicative Activity: exchange associated with information about oneself and Social They allow to discover the conventions of the written
others Practice: language from communicative situations.
Learning Unit: 1st unit Product: worksheet with information on the simple present
Day 1 Day 2 Day 3
with the help of reading and identifying the present simple tense create sentences in positive, negative and question form according to the
reading
Introduction worksheet Introduction worksheet sentences in Introduction

The class begins by asking the projector questions The class begins by asking the projector presnte simple The class begins by asking the worksheet description of
students how they are feeling today? whiteboard answered in students how they are feeling whiteboard in positive students how they are feeling projector themselves
ask the students what happened in the didactic relation to the today? didactic negative form today? whiteboard
last class? taking participation from material reading students are asked to remember material and question in students are asked to remember didactic
some students. a story will be markers what we saw last class? markers relation to the what we saw last class? material
projected for us to read together. considering the history of the last reading. students are asked if they have any markers
while the story is being read, the class we are now going to make a questions from past classes.
teacher will make movements related series of sentences in a positive
to the story. negative and question form

now a series of questions will be examples will be given to the students will now be shown a text
presented for the students to write students so that they can then make similar to the one from the previous
down in their notebook; where does each one according to the rules. reading for them to fill in the
hank live? what does hank do every but these will be taken into account missing words referring to
day? who is ginger? what does hang in relation to the reading of the last information about themselves.
do after the long walks? time will be class.
given for students to answer the example: hank loves ginger
questions. hank doesn't love ginger
does hank love ginger?
Closure Closure Closure

students will go through the answers finally, the students are asked to Finally, each of the students will
and finally they will be reviewed as a participate and to represent it with come to the front and tell the class
group. movement. this information.
Teaching Methods: total physical response proposed and developed by James J. Asher
Observation:
Cycle: 4° Grade: 2nd Group: B Week: First
Environment: family and community Communicative exchanges associated with the environment Social Practice: Like and dislike
Activity:
Learning Unit: Unit first Product: worksheet where students identify their likes and dislikes.
Day 1 Day 2 Day 3
make sentences with house that the students like identify through a worksheet how students id ify likes and dislikes share your tastes and that of your colleagues
Introduction worksheet Introduction worksheet worksheet Introduction worksheet a sheet with like,
the teacher is going to be presented projector make like and The class begins by asking the projector The class begins by asking the projector dislike, love and
with the students, whiteboard dislike students how they are feeling today? whiteboard students how they are feeling today? whiteboard hate
the class rules that will be used and didactic sentences students are asked to remember didactic students are asked to remember didactic
asking the students for the appropriate material what we saw last class? material what we saw last class? material
materials for the classes markers I will ask the students what they markers markers
using my presentation I will mention like, what they don't like, what they
the things I like, don't like, love and love and hate.
hate using facebook icons

on a slide I will show the structure of I will share a worksheet with the Students will be given a sheet with
each of the following sentences students showing 4 characters and like, dislike, love and hate sections.
the activities they like. I will share with some activities meals etc.the
in the form that examples are given, a worksheet with the students in students will color and order
the teacher will show by means of the which 4 characters appear and the according to their preference
movements of like, dislike, love and activities that they like with the
hate. follow-up of the teacher, they will
carry out the first examples.

now students will make like and group activities will be reviewed They will go to review them and I
dislike sentences and finally they will ask one by one
will be reviewed and graded.
Teaching Methods: Teaching Methods: total physical response proposed and developed by James J. Asher
Cycle: 4° Grade: 2° Group: B Week: Second
Environment: family and community Communicative exchanges associated with the environment Social Practice: WH question
Activity:
Learning Unit: First Product:
Day 1 Day 2 Day 3
Achievements identify the different WH question Achievements wh question worksheet Achievements: wh question orally in pairs
Introduction worksheet notebook into 8 Introduction worksheet worksheet Introduction worksheet

The class begins by asking the projector sections where The class begins by asking the projector The class begins by asking the projector
students how they are feeling today? whiteboard they will write students how they are feeling today? whiteboard students how they are feeling today? whiteboard
I will give information that it is a new didactic the WH students are asked to remember didactic students are asked to remember didactic
topic WH question what they consist material questions what we saw last class? material what we saw last class? material
of and how they are used markers .I ask what the WH question is used markers students will create questions with markers
for the WH question with answers

I will repeat 2 or 3 Wh questions share a worksheet where the first they will work orally in pairs, the
so that the students can identify each two examples are given first and students will ask and say their
one of them and where they are used then let the students do the activity questions
on their own
The students will divide their
notebook into 8 sections where they
will write the WH questions. I will
mention them so that they can list
them one by one.
Closure The participation of the Closure Closure

students will be taken to check the . the teacher with the help of the Each student will be graded and the
correct answers students will answer the worksheet activity will be recorded.1
while the answers are given, she
will make significant movements
Cycle: 2 Grade: 2sd F Week: first
Environment: family and community Communicative Activity: exchanges associated with the environment Social used to describe an action
Practice:
Learning Unit: 1 unit Product:
Day 1 Day 2 Day 3
Achievements: list of activities to be performed in class Achievements: show the product by identifying the objects of class Achievements to make the movements and have the students identify it.
Introduction worksheet list of make and Introduction worksheet worksheet Introduction worksheet
the teacher is going to be presented projector do activities The class begins by asking the projector The class begins by asking the projector a short written
with the students, whiteboard students how they are feeling today? whiteboard students how they are feeling today? whiteboard report
the class rules that will be used and didactic students are asked to remember what didactic students are asked to remember what didactic
asking the students for the appropriate material we saw last class? material we saw last class? material
materials for the classes markers taking into account the list from last markers the teacher will perform some markers
slides will be projected giving a brief year's class, we will form a circle in movements so that the students can
introduction to DO and MAKE, what the classroom so that the students can identify the placement of the action.
they are and when they are used. perform the spoken actions as in
movements.
The word DO is used in the we will share with the students a Now the students will be divided
following example where each one of worksheet where they have several into groups so that the teacher can
them is used: ACTIONS, activities, first we will read them and give indications about the activity
OBLIGATIONS, REPETITIVE with that we will make the that the students are going to do, for
ACTIVITIES movements at least two or three times example: exercise, the students will
-while the word MAKE will be used so that the student can identify them. develop the movements.
to: -CREATE OR PRODUCE
SOMETHING, ACTIONS THAT feedback will be taken and a follow
YOU CHOOSE TO DO. up will be done with the students by
-a list of actions will be shared in putting the actions
which each student will have to
identify the Make or Do.

students' participation will be taken to finally, each student will be reviewed Finally, they will develop a short
answer and finally it will be graded. and graded. written report on how they liked the
activity.
Cycle: 4 Grade: 2nd Group: F Week: Second
Environment: family and community Communicative exchanges associated with the environment Social identify the different objects that are used in the
Activity: Practice: classroom
Learning Unit: first unit Product: show the product by identifying the objects of class
Day 1 Day 2 Day 3
Achievements: identify the different objects Achievements students to make their objects Achievements: display and describe the objects
Introduction worksheet colored, named Introduction worksheet realized class Introduction worksheet exhibition and
The class begins by asking the projector and numbered The class begins by asking the projector objects The class begins by asking the projector presentation of
students how they are feeling today? whiteboard drawings students how they are feeling whiteboard students how they are feeling whiteboard your backpack
I am going to ask the students to take didactic today? didactic today? didactic
their notebook and write down the material students are asked to remember material material
new topic "classroom objects" I am markers what we saw last class? markers markers
going to ask a question: what is a
classroom object I am going to ask a
student to give me an example?
now the teacher is going to show a the teacher will ask the students for the teacher will go to the front of the
slide show with the different objects the materials, each one of them will room and give an example of how
one by one at least 3 times. now i will make the objects of class, for the students are to display their
hand out a worksheet for the students example, pencil, eraser, notebook, backpack and the items it contains.
to cut out and paste the different tracing machine, scissors, etc.
objects in their notebooks.
once the student is finished the

teacher will say the name of each
object and the student will have to list
it and name the image.

as a group, they will review the . the teacher will share a sheet of a a grade will be given to the students
correct answers with each other backpack with the students and ask depending on the form of the
request material for students to make them to color it and personalize it. presentation.
figures of the objects they use in class I will ask students to bring their
finished items and backpack to the
next class.
Teaching Methods: Teaching Methods: Teaching Methods: total physical response proposed and developed by James J. Asher
Observation:
Cycle: 4 Grade: 3rd Group: A Week: First
Environment: family and community Communicative exchange associated with information about Social opinions
Activity: oneself and others Practice:
Learning Unit: 1 unit
Day 1 Day 2 Day 3:
Achievements]: identify ways to give an opinion Achievements: adjectives and how it relates to opinions. Achievements: give an opinion about the tv program
Introduction worksheet Introduction worksheet Introduction worksheet

the teacher is going to be presented projector The class begins by asking the projector The class begins by asking the projector
with the students, whiteboard students how they are feeling whiteboard students how they are feeling whiteboard
the class rules that will be used and didactic today? didactic today? didactic
asking the students for the material students are asked to remember material students are asked to remember material
appropriate materials for the classes markers what we saw last class? markers what we saw last class? markers
silk home to topic new opinions students will put in their
in this case you will ask what is an . notebook the tv program
opinion and express their opinion by
writing down what they thought
of it.

The agree and disagree lists will be I will share a worksheet where in pairs they will share their
shared with students in English. students can express their opinions about the program
These will be written on the board opinions but first I will teach
and a translation will be made for the them the adjectives so that they
student to identify them. can give a great opinion.
We will continue with the
worksheet where they will
express their opinions.
In pairs, a series of questions will . in pairs the students will the activity will be reviewed
be asked to see in which situations recommend a TV program to each
you agree and disagree and what other and search for information
opinion you have about it. about the program.
Cycle: 4° Grade: 3rd Group: A Week: Second
Environment: family and community Communicative exchange associated with information about Social Past simple
Activity: oneself and others Practice:
Learning Unit: Fisrt unit Product:
Day 1 Day 2 Day 3
Achievements students are able to make sentences of the past simple tense Achievements students are able to make sentences of the past simple tense Achievements students are able to make sentences of the past simple tense
in a positive form in a negative form in a question form
Introduction worksheet Introduction worksheet sentences made Introduction worksheet

The class begins by asking the projector sentences made The class begins by asking the projector in class. The class begins by asking the projector sentences made
students how they are feeling today? whiteboard in class. students how they are feeling whiteboard anecdotal notes students how they are feeling whiteboard in class.
I am going to ask the students to take didactic anecdotal notes today? didactic today? didactic anecdotal notes
their notebook and write down the material students are asked to remember material students are asked to remember material
new topic. markers what we saw last class? markers what we saw last class? markers
feedback will be given by asking what is the past simple tense? it is but now asking about positive and
about the pronouns previously seen not necessary for them to give a negative form sentences
in class. I am going to share a verb long description, just a few words.
sheet
with the use of the projector we now we will show the students by now we will show the students by
will give a brief introduction of what means of slides negative sentences means of slides Question sentences
is the past simple tense, what is its of the past simple, we will explain of the present simple, we will
use, rules and some examples. the rules for the 3rd person, now we explain the rules for the 3rd person,
students will be asked if they have will go to the blackboard and now we will go to the blackboard
any questions. together with the students we will and together with the students we
with the use of the blackboard we make 3 to 4 sentences. taking into will make 3 to 4 sentences. taking
will now move on to form sentences account the list of verbs into account the list of verbs
in the affirmative 4 or 5 sentences.
using the examples in the list of verbs

Finally, the students will make 4 . Finally, the students will make 4 Finally, the students will make a
sentences as the final product, and sentences as the final product, and sentences as the final product, and
some students will come to the front some students will come to the some students will come to the
to represent a sentence. front to represent a sentence front to represent a sentence. but
now going on to represent each of
the sentences in positive, negative
and question form
References
• Censo de Población y Vivienda 2020. Última actualización 28 de septiembre de 2021.

• Data México, 2021. https://datamexico.org/es/profile/geo/nezahualcoyotl
• Elias, M. (2015). La cultura escolar: Aproximación a un concepto complejo. (Redalyc, Ed.) Revista electronica Educare , 9(2), 285-301.
• Esc. Sec. Gral. 10 “xocotencatl” https://xicotencatlsecundaria10.wordpress.com/
• FAROS (2022) El desarrollo socioemocional en la adolescencia. https://faros.hsjdbcn.org/es/articulo/desarrollo-socioemocional-
adolescencia#:~:text=Durante%20la%20adolescencia%20contin%C3%BAa%20el,tomar%20decisiones%20de%20forma%20responsable.
• https://www.inegi.org.mx/programas/enoe/15ymas/
• Jackson, P. (1990). La vida en las aulas . New York.
• Luchetti, E., & Berlanda, O. (1998). El diagnostico en el aula. Conceptos, procedimientos, actitudes y dimensiones complementarias . Magisterio del Rio de la Plata .
• Marín (2020) Enseñanza de la literalidad en secundaria desde la percepción de los estudiantes https://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1870-
53082019000100031#:~:text=La%20literacidad%20hace%20referencia%20a,2003%3B%20Zavala%2C%202008).
• Martinez, M., Ortiz, A., & Castillo, G. (2018). Una mirada hacia la importancia de la observacion en la practica docente. Conisen.
http://www.conisen.mx/memorias2018/memorias/2/P324.pdf
• Perrenoud, P. (2004). Diez nuevas competencias para enseñar. Mexico
• PISA (2018) https://tecreview.tec.mx/2021/05/03/tendencias/prueba-pisa-que-evalua/
• Zenteno, J. “Jorge Innova”. Contexto interno y externo de una escuela. 29 de febrero de 2020. https://www.jorgeinnova.com/2020/02/que-es-el-contexto-
escolar.html
Signatures
Created by: Authorized by:
Hernandez Mendez Martha Itzel Professor Israel Martinez Quiroz

Teacher in training In charge of the Professional Practicum Course
Approval: Approval:
Professor Fernanda Vazquez Santiago Professor: Indhira Cruz Medina Head teacher of the English course
In charge of the Professional Practicum Project
Approval: Approval:
Professor: Josue Jonathan Fidel Sanchez Head teacher of the Principal: Bertín López Cabrera
English course
Annexes
Fill in MAKE or DO.
1. ____________ a job
2.____________ your best
3.____________ a discovery
4.____________ sport
5.____________ dinner
6.____________ some exercise
7.____________ your homework
8.____________ your bed
9.____________ work
10.____________ a decision
https://www.english-practice.at/b1/vocabulary/general-vocabulary/gv002-make-do.pdf
https://multimedia-english.com/grammar/expressing-opinions-57{

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Escuela Normal No.

Teaching project Scheme Barriers identified

Presentation Didactic Sequence

Argumentative Didactic Strategies

Annexes Contextual framework

The socioeconomic conditions

The literacy levels

The geographic location

Development and interaction Development and interaction Development and interaction

Teaching Methods: tpr proposed and developed by James J. Asher

Introduction worksheet Introduction worksheet sentences in Introduction

Development and interaction Development and interaction Development and interaction

Closure Closure Closure

Development and interaction Development and interaction Development and interaction

Closure Closure Closure

Introduction worksheet notebook into 8 Introduction worksheet worksheet Introduction worksheet

Development and interaction Development and interaction Development and interaction

Closure The participation of the Closure Closure

Closure Closure Closure

once the student is finished the

Closure Closure Closure

Introduction worksheet Introduction worksheet Introduction worksheet

Development and interaction Development and interaction Development and interaction

Introduction worksheet Introduction worksheet sentences made Introduction worksheet

Closure Closure Closure

• Censo de Población y Vivienda 2020. Última actualización 28 de septiembre de 2021.

Hernandez Mendez Martha Itzel Professor Israel Martinez Quiroz

2.____________ your best

6.____________ some exercise

7.____________ your homework

8.____________ your bed

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