INFORMATION OF THE INSTITUTE

NAME: INSTITUTO ANGLO MEXICANO DE TAMPICO, A.C. CODE: 28 PES0038N

DEPARTMENT: JUNIOR HIGH SCHOOL

INFORMATION OF THE TEACHER: Lic. Mario Alberto

Chávez Gutiérrez

NAME: Mario Alberto Chávez Gutiérrez

INFORMATION OF THE COURSE:

SUBJECT NAME: ENGLISH AS A SECOND LANGUAGE: ENGLISH II (SECOND INTERMEDIATE READING)

HOURS PER WEEK: 3 THEORY HOURS: 3 PRACTICE HOURS:

PREVIOUS SUBJECT: N/A TRIMESTER: 3 SCHOOL YEAR: 2022-2023

CONSECUTIVE SUBJECT: 2nd INTERMEDIATE READING GRADE: SECOND GROUP(S): A-B

PURPOSE: ANTECEDENT/PREVIOUS IDEA:

Students will consolidate their English skills in basic communicative situations and develop specific Nouns, Adjectives, Verbs, Adverbs
competencies of social practice.

CONTEXT: KEYWORDS:
Academic and communitary. Parts of speech, main idea, sequencing.
EVALUATION
ABILITIES BIBLIOGRAPHY
CRITERIA SPECIFICATIONS ATTITUDES VALUES:
Communicates ideas by NANCY DOUGLAS Collegiate projects and Open to different topics Promotes mutual respect
telling annecdotes, stories DAVID BOHLKE PARTIAL EXAM 5 investigations on the net. and looking forward to through teamwork.
and plans. CATHERINE MAZUR-JEFFERIES TRI 10 developing Develops investigation skills
Uses past tense in HWK 5 communication. using the internet.
sentences and texts. PARTICIPATION 20
PROJECT 10
BLOQUE O UNIDAD: 9 unusual jobs
COMPETENCIES:

MATERIALES Y
SESIÓN FECHA CONTENIDOS SECUENCIAS DIDÁCTICAS RECURSOS
DIDÁCTICOS
Mar 20th No class No class -
Intro: Teacher checks the books from each team and check if they are age- Blackboard
appropriate and level-appropriate. Markers
Development: Teacher supervises students are reading the book, taking Projector
Mar 22nd Project: teaser trailers
proper notes, and drawing sketches for their new teaser trailer. Internet access
Conclusion: Teacher asks randomly some students to share the content of
what they read to confirm their progress and comprehension skills.
Intro: teacher starts with warmup questions from the book page 128. Students Blackboard
have a short discussion. Markers
Development: students read passage from the book taking turns each while Projector
Mar 23rd Vocabulary practice
teacher gives constant feedback regarding pronunciation and intonation and Internet access
answers vocabulary questions.
Conclusion: students finish working on the book activities.
Mar 27th Intro: teacher writes the vocabulary word to consider for this unit on the Blackboard
blackboard. Students ask if they don’t understand a term and teacher explains. Markers
Development: students do the “before you read” activity. Students check their Projector
answers with the class. Students discuss the caption about the teenage brain Internet access
Lesson overview
and ask for any personal examples of wild teenage behavior.
Conclusion: Teacher tells students to guess the age at which they think a brain
stops developing based on their own knowledge and experience. They share
their predictions and scan the passage quickly to check their answers.
Mar 29th Reading passage Intro: teacher starts with warmup questions from the book. Students have a Blackboard
short discussion. Markers
Development: students read passage from the book taking turns each while Projector
teacher gives constant feedback regarding pronunciation and intonation and Internet access
answers vocabulary questions.
Conclusion: students do the reading comprehension multiple choice questions.
Mar 30th Reading skill Intro: students read the paragraph Annotating Text. Blackboard
Development: teacher explains what the technique is. Then students do Markers
activity A individually and check their answers as a class. When they finish Projector
they do activity B and check answers as a class. Internet access
Conclusion: teacher checks the book and answers any vocabulary or
comprehension questions the students may have.
Apr 3rd – Spring break No class -
apr 14th
Apr 17th Vocabulary practice Intro: teacher starts with warmup questions from the book page 128. Students Blackboard
 have a short discussion. Markers
Development: students read passage from the book taking turns each while Projector
teacher gives constant feedback regarding pronunciation and intonation and Internet access
answers vocabulary questions.
Conclusion: students finish working on the book activities.
Apr 19th Snake catchers Intro: students answer the “before you watch” section in silence. Then they do Blackboard
a short discussion of their answers. Markers
Development: Teacher plays the video two times. The first time with the book Projector
closed while taking notes and the second one answering the “while you watch” Internet access
questions from the book. Speakers
Conclusion: students exchange their answers with the teacher and teacher
asks vocabulary questions to check the students’ listening comprehension
skills.

BLOQUE O UNIDAD: 10 uncovering the past

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MATERIALES Y
SESIÓN FECHA CONTENIDOS SECUENCIAS DIDÁCTICAS RECURSOS
DIDÁCTICOS
Lesson overview Intro: teacher asks students the warm up questions on page 131. Students Blackboard
exchange ideas about ancient Mexican cultures. Markers
Development: students do the “before you read” activity page 132. Students Projector
check their answers with the class. Students discuss the caption about the Internet access
Apr 20th
teenage brain and ask for any personal examples of wild teenage behavior.
Conclusion: Teacher tells students to guess the age at which they think a brain
stops developing based on their own knowledge and experience. They share
their predictions and scan the passage quickly to check their answers.
Intro: teacher starts with warmup questions from the book. Students have a Blackboard
short discussion. Markers
Development: students read passage from the book “the army’s true colors” Projector
Apr 24th Reading passage taking turns each while teacher gives constant feedback regarding Internet access
pronunciation and intonation and answers vocabulary questions.
Conclusion: students do the reading comprehension multiple choice questions
page 135.
Intro: students read the paragraph finding meaning identifying homonyms page Blackboard
136. Markers
Development: teacher explains what the technique is, evaluating pros and Projector
cons. Then students do activity A individually page 136 and check their Internet access
Apr 26th Reading skill
answers as a class. When they finish they do activity B and check answers as
a class.
Conclusion: teacher checks the book and answers any vocabulary or
comprehension questions the students may have.
Apr 27th Vocabulary practice Intro: students read the completion paragraph page 137.. They do activity A Blackboard
individually and check answers in pairs. Markers
Development: Students do activity B and check answers as a class. Then they Projector
do Activity C “Collocations” and brainstorm the word “reveal” and a synonym Internet access
they know with it before reading the prepositions in the box.
Conclusion: students share their answers and teacher grades.
May 1st No class No class -

May 3rd Lesson overview Intro: teacher writes the vocabulary words to consider for this unit on the Blackboard
blackboard. Students ask if they don’t understand a term and teacher explains. Markers
Development: students do the “before you read” activity page 138. Students Projector
check their answers with the class. Students discuss the caption about the Internet access
teenage brain and ask for any personal examples of wild teenage behavior.
Conclusion: Teacher tells students to talk about the pyramids they know of in
Mexico and Egypt. Students compare their structures and history.
May 4th Reading passage Intro: teacher starts with warmup questions from the book. Students have a Blackboard
short discussion. Markers
Development: students read passage “wonders of Egypt” from the book page Projector
139 taking turns each while teacher gives constant feedback regarding Internet access
pronunciation and intonation and answers vocabulary questions.
Conclusion: students do the reading comprehension multiple choice questions
page 140.
May 8th Reading skill Intro: students read the paragraph “creating an outline summary” page 141. Blackboard
Development: teacher explains what the technique is by analyzing evidence. Markers
Then students do activity A individually and check their answers as a class. Projector
When they finish they do activity B and check answers as a class. Internet access
Conclusion: teacher checks the book and answers any vocabulary or
comprehension questions the students may have.
May 10th Exam Exam
May 11th Vocabulary practice Intro: students read the completion paragraph page 142. They do activity A Blackboard
individually and check answers in pairs. Markers
Development: Students do activity B and check answers as a class. Then they Projector
do Activity C “Collocations” and brainstorm the word “task” and a synonym Internet access
they know with it before reading the prepositions in the box.
Conclusion: students share their answers and teacher grades.
May 15th No class No class -
May 17th City in the clouds Intro: students answer the “before you watch” section in silence page 143. Blackboard
Then they do a short discussion of their answers. Markers
Development: Teacher plays the video two times. The first time with the book Projector
closed while taking notes and the second one answering the “while you watch” Internet access
questions from the book page 144.
Conclusion: students exchange their answers with the teacher and teacher
asks vocabulary questions to check the students’ listening comprehension
skills.
BLOQUE O UNIDAD: unit 11 plastic planet
.

MATERIALES Y
SESIÓN FECHA CONTENIDOS SECUENCIAS DIDÁCTICAS RECURSOS
DIDÁCTICOS
Lesson overview Intro: teacher writes the vocabulary words to consider for this unit on the Blackboard
blackboard. Students ask if they don’t understand a term and teacher explains. Markers
Development: students do the “before you read” activity page 146. Students Projector
May 18th check their answers with the class. Students discuss the caption about plastic Internet access
pollution and the consequences in their community.
Conclusion: Teacher asks students to describe the graphs in the book and
exchange extra ideas.
Intro: teacher starts with warmup questions from the book. Students have a Blackboard
short discussion. Markers
Development: students read passage from the book “the problem with plastic” Projector
May 22nd Reading passage page 148 taking turns each while teacher gives constant feedback regarding Internet access
pronunciation and intonation and answers vocabulary questions.
Conclusion: students do the reading comprehension multiple choice questions
page 149.
Intro: students read the paragraph “understanding a writer’s use of quotes” Blackboard
page 150.. Markers
Development: teacher explains what the technique is. Then students do Projector
May 24th Reading skill activity A individually and check their answers as a class. When they finish Internet access
they do activity B and check answers as a class.
Conclusion: teacher checks the book and tells students to discuss inferring
effects in the critical thinking section.
May 25th Vocabulary practice Intro: students read the completion paragraph page 151. They do activity A Blackboard
individually and check answers in pairs. Markers
Development: Students do activity B and check answers as a class. Then they Projector
do Activity C “Word parts” and brainstorm the word “extract” and a synonym Internet access
they know with it before reading the prepositions in the box.
Conclusion: students share their answers and teacher grades.
May 29th Intro: teacher writes the vocabulary words to consider for this unit on the Blackboard
Lesson overview blackboard. Students ask if they don’t understand a term and teacher explains. Markers
Development: students do the “before you read” activity page 152. Students Projector
check their answers with the class. Students discuss the caption about plastic Internet access
garbage in the UK.
Conclusion: Teacher tells students to write examples of possible solutions
against plastic pollution. Students exchange their solutions.
May 31st Reading passage Intro: teacher starts with warmup questions from the book. Students have a Blackboard
short discussion. Markers
Development: students read passage from the book “five tips for using less Projector
plastic” page 153 taking turns each while teacher gives constant feedback Internet access
regarding pronunciation and intonation and answers vocabulary questions.
 Conclusion: students do the reading comprehension multiple-choice questions
in page 154.
Jun 1st Reading skill Intro: students read the paragraph “finding meaning using context” in page Blackboard
155. Markers
Development: teacher explains what the technique is. Then students do Projector
activity A individually and check their answers as a class. When they finish Internet access
they do activity B and check answers as a class.
Conclusion: teacher checks the book and answers any vocabulary or
comprehension questions the students may have. If there is time, they work on
the critical thinking section to rank jobs.
Jun 5th Vocabulary practice Intro: students read the completion paragraph page 156. They do activity A Blackboard
individually and check answers in pairs. Markers
Development: Students do activity B and check answers as a class. Then they Projector
do Activity C “Collocations” and brainstorm the word “global” and a synonym Internet access
they know with it before reading the prepositions in the box.
Conclusion: students share their answers and teacher grades.
Jun 7th Our plastic world Intro: students answer the “before you watch” section page 157. Then they do Blackboard
a short discussion of their answers. Markers
Development: Teacher plays the video two times. The first time with the book Projector
closed while taking notes and the second one answering the “while you watch” Internet access
questions from the book page 158 Speakers
Conclusion: students exchange their answers with the teacher and teacher
asks vocabulary questions and they do the vocabulary review section.

BLOQUE O UNIDAD: 12 vanished

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MATERIALES Y
SESIÓN FECHA CONTENIDOS SECUENCIAS DIDÁCTICAS RECURSOS
DIDÁCTICOS
Lesson overview Intro: teacher writes the vocabulary words to consider for this unit on the Blackboard
blackboard. Students ask if they don’t understand a term and teacher explains. Markers
Development: students do the “before you read” activity page 160. Students Projector
Jun 8th check their answers with the class. Students discuss the caption about missing Internet access
people.
Conclusion: Teacher tells students the two warm up questions from page 159
and students discuss their ideas.
Intro: teacher starts with warmup questions from the book. Students have a Blackboard
short discussion. Markers
Development: students read passage from the book “mystery on the mountain” Projector
Jun 12th Reading passage page 161 taking turns each while teacher gives constant feedback regarding Internet access
pronunciation and intonation and answers vocabulary questions.
Conclusion: students do the reading comprehension multiple-choice questions
on page 163.
Jun 14th Reading skills Intro: students read the paragraph “using a T-chart”. Blackboard
Development: teacher explains what the technique is. Then students do Markers
 activity A individually and check their answers as a class. When they finish Projector
they do activity B and check answers as a class page 164. Internet access
Conclusion: teacher checks the book and answers any vocabulary or
comprehension questions the students may have. If there is time, students
answer the critical thinking questions.
Jun 15th Vocabulary practice Intro: students read the completion paragraph page 165. They do activity A Blackboard
individually and check answers in pairs. Markers
Development: Students do activity B and check answers as a class. Then they Projector
do Activity C “word parts” and brainstorm the word “whatever” and a synonym Internet access
they know with it before reading the prepositions in the box.
Conclusion: students share their answers and teacher grades.
Jun 19th Intro: teacher writes the vocabulary words to consider for this unit on the Blackboard
blackboard. Students ask if they do not understand a term and teacher Markers
explains. Projector
Lesson overview Development: students do the “before you read” activity page 166. Students Internet access
check their answers with the class. Students discuss the caption about Linda
Finch and teacher gives them time to Google her story. Students share their
results.
Conclusion: Teacher tells students if they know the story about the Malaysia
airlines flight that disappeared. Teacher plays a video about the conspiracies
behind the disappearance.
Jun 21st Reading passage Intro: teacher starts with warmup questions from the book. Students have a Blackboard
short discussion. Markers
Development: students read passage from the book “The missing pilot” page Projector
167 taking turns each while teacher gives constant feedback regarding Internet access
pronunciation and intonation and answers vocabulary questions.
Conclusion: students do the reading comprehension multiple-choice questions
on page 168.
Jun 22nd Reading skill Intro: students read the paragraph “recognizing degrees of certainty” page Blackboard
169. Markers
Development: teacher explains what the technique is. Then students do Projector
activity A individually and check their answers as a class. When they finish Internet access
they do activity B and check answers as a class.
Conclusion: teacher checks the book and answers any vocabulary or
comprehension questions the students may have. If there is time, students
discuss the evaluating theories about the disappearance.
Jun 26th Vocabulary practice Intro: students read the completion paragraph on page 170. They do activity A Blackboard
individually and check answers in pairs. Markers
Development: Students do activity B and check answers as a class. Then they Projector
do Activity C “word parts” and brainstorm the word “disappear” and a synonym Internet access
they know with it before reading the prepositions in the box.
Conclusion: students share their answers and teacher grades.
Jun 28th Earhart mystery Intro: students answer the “before you watch” section page 171. Then they do Blackboard
a short discussion of their answers. Markers
Development: Teacher plays the video two times. The first time with the book Projector
closed while taking notes and the second one answering the “while you watch” Internet access
questions from the book page 172. Speakers
 Conclusion: students exchange their answers with the teacher and teacher
asks vocabulary questions to check the students’ listening comprehension
skills.
Jun 29th Review Intro: teacher tells students that they will review all the vocabulary from the last Blackboard
lessons. Markers
Development: teacher writes key vocabulary words on the blackboard and Projector
asks students to give examples using them in a sentence. Internet access
Conclusion: teacher plays kahoot

OBSERVATIONS: This plan may be altered due to exams, assemblies, conferences, talks or extra activities.

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