Bachillerato General Universitario

Escuela Preparatoria 2

Secuencia de Actividades de la Asignatura Lenguas VII

Agosto – Diciembre, 2023

Unidad I. Interesting lives and Personal tastes

Actividad de Aprendizaje 1. Outstanding people

Valor: 13 puntos

Resultado de aprendizaje: Comparte información oral y escrita sobre anécdotas e historias en un

ambiente virtual y académico.

Tiempo presencial: 8 horas Tiempo independiente: 2 horas

Descripción de la secuencia de actividad:

Inicio
1. Look at the board. Read and finish the sentence with the first thing that comes to your mind: I
think people have interesting lives when they ___________________.
2. Share your answers with the class.
3. Look at a page from the English Department News and read the heading of the section
‘Student of the Month – MELINDA CORTEZ’.
4. Before you start reading about Melinda, answer the following question: What do you think
Melinda has done to be considered student of the month?
5. Read the interview made to Melinda, shared by the teacher.
6. Think about the following: Do you have anything in common with Melinda?
7. Share your ideas in the class and make a list on the board.

Desarrollo
8. Look at the grammar chart about simple and continuous verbs on page 3.
9. Listen and read a story to get to know Dan’s interesting life.
10. Look at the grammar chart about verb complements: verb + -ing or to on page 5.

Cierre
11. Read the article about Christine Ha, and answer the following questions. Then, check the
answers:
a. What was Christine Ha’s disadvantage in the Masterchef competition?
b. What advantage did she have?
c. Why do you think she “captured America’s hearts”? Has she captured yours from your
reading of the article?
d. After losing her vision, what did she try to do in her kitchen? In what way is this
anecdote significant?
e. Was losing her vision her biggest challenge?

Setting ADA 1: “Writing an interview”.

After listening and reading about interesting life stories and anecdotes:
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12. Get in teams.

13. Imagine you’re going to interview a celebrity previously given by your teacher.
14. Write the interview asking about the most important and decisive moments in their lives.
15. Use 150 - 170 words.
16. Use at least 2 simple verbs and at least 2 continuous verbs and highlight them in red.
17. Use at least 3 sentences using verb complements and highlight them in blue.
18. Make sure the interview has a proper beginning, development, and closure, as well as it has
coherence and it’s cohesive.
19. Cover the requirements specified in the rubric and hand your work in according to your
teacher’s instructions.

Recursos y materiales:
• Practice exercises
• Audios
• Book Unit 1
• PPT

Evidencia de aprendizaje: Writing an interview.

Criterios de evaluación
• Use of language
• Coherence and cohesion
• Creativity and order in the ideas
• Neatness and organization
• Respect towards other people’s ideas
• Collaborative work

Instrumento de evaluación: Rubric.

Referencias:
McCarthy Michael, M. McCarten Jeanne &Sandiford, H. (2014). Touchstone 4. USA: Cambridge.

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Escuela Preparatoria 2

Unidad I. Interesting lives and Personal tastes

Actividad Integradora FASE 1. How do I look?

Valor: 15 puntos

Resultado de aprendizaje: Intercambia información oral y escrita acerca de la moda, a partir del
uso pertinente de la gramática y vocabulario.

Tiempo presencial: 9 horas Tiempo Independiente: 3 horas

Descripción de la secuencia de actividad:

Inicio
1. Think about your personal tastes and compare them with a partner. Then, discuss them with
the class.
2. Look at the following picture about a famous person’s “before” and “after”, and say what has
changed.
3. Watch the intro of a famous TV show and discuss the following:
a. What’s the name of the show?
b. What do you think the show is about?
c. What’s the host’s name?
d. Who’s Amy?
4. Watch the rest of the show and say what happened to Amy. What’s different now?
5. Look at the “before” and “after” pictures of Cindy and Scott.
6. Listen to them talking about their makeovers.
7. Discuss the following: Would you let a friend give you a makeover? Have you ever let anyone
give you a makeover?

Desarrollo
8. Look at the grammar chart about comparisons with (not) as… on page 13.
9. Read and listen the conversation on page 14 and answer the following: Why doesn’t Ben like
the jacket?
10. Look at the grammar chart about the negative questions on page 15.
11. Look at some product descriptions on a website.
12. Complete a chart with the words in bold in the text, and add your own ideas and share your
answers with the class.
13. Now, discuss the following with your classmates: Can you think of some ways to dress well
without spending a lot of money?
14. Read the text ‘How to develop your personal style’ on page 18 and answer the exercises on
the same page.

Cierre
Setting PHASE 1: “Writing a magazine”.
After reading and listening about different fashion styles:

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15. Get in teams.

16. Describe 3 celebrities’ styles.
17. Use 70 – 80 words for each celebrity.
18. Use at least 2 comparisons with (not) as… as and highlight them in red.
19. Use at least 1 negative question to express an opinion, to suggest an idea, and/or to show
surprise and highlight them in blue.
20. Include at least 3 words in each paragraph to describe clothes and underline them.
21. Cover the requirements specified in the rubric and hand your work in according to your
teacher’s instructions.

Recursos y materiales:
• Practice exercises
• Audios
• Video
• Book Unit 2
• PPT

Evidencia de aprendizaje: Writing a fashion article for a magazine.

Criterios de evaluación:
• Use of language
• Coherence and cohesion
• Creativity and order in the ideas
• Neatness and organization
• Respect towards other people’s ideas
• Collaborative work

Instrumento de evaluación: Rubric.

Referencias:
McCarthy Michael, M. McCarten Jeanne &Sandiford, H. (2014). Touchstone 4. USA: Cambridge.

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Escuela Preparatoria 2

Unidad II. World cultures and Socializing

Actividad de Aprendizaje 2. Proverbs

Valor: 15 puntos

Resultado de aprendizaje: Usa con precisión las reglas y normas, así como las palabras
adecuadas, para comunicarse correctamente en un contexto determinado.

Tiempo presencial: 7 horas Tiempo independiente: 3 horas

Descripción de la secuencia de actividad:

Inicio
1. Discuss with your classmates: what are some of the cultural traditions in your country? Share
and brainstorm your ideas.
2. Then, look at page 22 and say what you know about the countries on that page. Listen to the
audio and read the text: What not to miss…
3. Find out what aspect of their country’s culture each person talks about and answer exercise
C.
4. Check your answers with the class.

Desarrollo
5. Look at the grammar box on page 23 and listen to the audio (1.22). Do exercise A on page
23.
6. Think of the way people in your country behave in society and look at the page 24 and check
true or false.
7. Do exercises B and C page 24.
8. Look at the grammar box on page 25, study the verb + -ing and to + verb and the position of
not.
9. Do exercise A in your book. Check your answers with a classmate.
10. Study the conversation strategy on page 26 and do exercise D.
11. Think about a proverb in your language and share it with your class. Try to discuss the
meaning on your classmates’ proverbs.
12. Read the text on page 28 about proverbs.
13. Do a reading comprehension exercise from the text on page 28.

Cierre
14. Review topics from units 1-3 in the book along with the teacher.
15. Clarify your questions and doubts if you have them.
16. On the assigned day, listen to your teacher’s instructions.
17. Take the test in silence.
18. Once you have finished, check you have answered all the sections correctly and hand in the
test to the teacher.
19. Your teacher will give you feedback on the test in the following days.

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Recursos y materiales
• Practice exercises
• Audios
• Book Units 1 - 3
• PPT

Evidencia de aprendizaje: Prueba de desempeño.

Criterios de evaluación:
• Accurate use of language
• Autonomous learning
• Effective solution to the complementary exercises
• Respect towards other people’s ideas
• Good time management for the activities
• Collaborative work

Instrumento de evaluación: Clave de prueba de desempeño.

Referencias
McCarthy M., McCarten J. & Sandiford, H. (2014). Touchstone 4: Full Contact. 2nd edition. USA:
Cambridge.

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Unidad II. World cultures and Socializing

Actividad de Aprendizaje 3. Around the world

Valor: 13 puntos

Resultado de aprendizaje: Intercambia información oral y escrita sobre distintas culturas,

buenos/malos modales y costumbres, usando la voz pasiva en presente simple.

Tiempo presencial: 7 horas Tiempo independiente: 2 horas

Descripción de la secuencia de actividad:

Inicio
1. Discuss the following: Who do you usually socialize with? Do you usually go out in small
groups, large groups, or with just one person? Where are some good places to go out with
friends in your town or city?
2. Listen to some friends getting ready for a party that two other friends are having tonight.
(2.01), and then, do exercise B on page 34.

Desarrollo
4. Look at the grammar chart about be supposed to and was/were going to on page 35 and
discuss about them.
5. Do exercise A and compare your answers with the whole class.
6. Read and listen to a conversation between Luis and Rosa (2.03) on page 36. Then, answer
the questions in A and share your answers with the class.
7. Discuss the use of expressions with get.
8. Do exercises B, C,and D and compare your answers with the class.
9. Look at the grammar chart about inseparable phrasal verbs on page 37 and do the exercise
about them.
10. Think about kinds of behaviors which are typical of extroverts and introverts and share your
ideas with the class.
11. Read the article Examining the “extrovert ideal” on page 40 and do the exercise C and D.
12. Take the magazine quiz named What’s your social style? on page 41 and find out if you’re an
extrovert or an introvert.
13. Listen to the audio 2.10 about Jessica’s social life and think about the way she would answer
the quiz.

Cierre
Setting ADA 3: “Around the world”.
After discussing and talking about traditions and manners around the world:
14. Get in teams.
15. Pick a country you’re interested in. Each group must have a different country.
16. Think about the traditions of that country and create an infographic. What things a tourist must
not miss? What are their most representative places, dishes, dances? What are their manners
when eating, saluting, drinking? How do they socialize?

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17. Use 150 - 170 words.

18. Use at least 2 sentences using the simple present passive and highlight them in red.
19. Use at least 2 sentences using -ing as subject or after prepositions and 2 using to + verb and
highlight them in blue.
20. Use at least 1 sentence using be supposed to or was/were going to and highlight them in
yellow.
21. If possible, include expressions from the vocabulary on page 24 and underline them.
22. Use at least 1 phrasal verb with get and highlight it in green.
23. Present your infographic to the class.
24. Cover the requirements specified in the rubric and hand your work in according to your
teacher’s instructions.

Recursos y materiales:
• Practice exercises
• Audios
• Book Units 3 & 4
• PPT

Evidencia de aprendizaje: Presentation of a country’s infographic.

Criterios de evaluación
• Accurate use of language
• Autonomous learning
• Effective solution to the complementary exercises
• Respect towards other people’s ideas
• Good time management for the activities
• Collaborative work

Instrumento de evaluación: Rubric.

Referencias:
McCarthy M., McCarten J. & Sandiford, H. (2014). Touchstone 4: Full Contact. 2nd edition. USA:
Cambridge.

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Escuela Preparatoria 2

Unidad III. Law and order and Strange events

Actividad de Aprendizaje 4. Law and order

Valor: 14 puntos

Resultado de aprendizaje: Comunica una postura basada en argumentos sólidos a partir del uso
de la voz pasiva en un contexto determinado.

Tiempo presencial: 7 horas Tiempo independiente: 2 horas

Descripción de la secuencia de actividad:

Inicio
1. Discuss with your classmates if you have laws about the following things in your country:
a. Getting rid of trash and recycling.
b. At what age you can ride a motorcycle and what you have to wear.
c. Wearing seatbelts and using a cell phone in the car.
2. Then, look at page 44 and listen to the interviews. Find out what the people interviewed think
about 18 as the “age of majority”.
3. Answer exercise C and compare your answers with a partner.

Desarrollo
4. Look at the grammar box on page 45 and listen to the audio (2.12).
5. Do exercise A on page 45.
6. Read the questions and answers about what punishment best fits the crime. Listen to the
audio and comment it with a partner.
7. Do exercises B and C page 46 and share your answers with the class.
8. Look at the grammar box on page 47, study the grammar get passive vs be passive. Then, do
exercise A.
9. Listen to the audio (2.16) and answer the comprehension questions on page 47.
10. Study the conversation strategy on page 48 and do exercise D.
11. Think about “What kind of privacy issues do people worry about?” and share with your class if
you worry about them too. Read the text “Is your smartphone too smart for your own good?”
on page 50.
12. Do a reading comprehension exercise from the text on pages 50 and 51.

Cierre
13. Review topics from unit 5 in the book along with the teacher.
14. Clarify your questions and doubts if you have them.
15. On the assigned day, listen to your teacher’s instructions.
16. Take the quiz in silence.
17. Once you have finished, check you have answered all the sections correctly and hand in the
test to the teacher.
18. Your teacher will give you feedback on the test in the following days.

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Recursos y materiales:
• Practice exercises
• Audios
• Book Unit 5

Evidencia de aprendizaje: Practice exercises.

Criterios de evaluación:
• Accurate use of language
• Autonomous learning
• Effective solution to the complementary exercises
• Respect towards other people’s ideas
• Good time management for the activities

Instrumento de evaluación: Clave.

Referencias
McCarthy M., McCarten J. & Sandiford, H. (2014). Touchstone 4: Full Contact. 2nd edition. USA:
Cambridge.

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Escuela Preparatoria 2

Unidad III. Law and order and Strange events

Actividad Integradora FASE 2. An amazing romance

Valor: 15 puntos.

Resultado de aprendizaje: Intercambia información oral y escrita acerca de situaciones

pasadas, a partir del uso pertinente de la gramática y vocabulario.

Tiempo presencial: 8 horas Tiempo independiente: 3 horas

Descripción de la secuencia de actividad:

Inicio
1. Look at some words your teacher has written on the board (telepathy, déjà vu, a coincidence,
UFO), and use them to match a series of sentences.
2. After that, discuss the following questions: Have you ever had experiences like these? Do you
know anyone else who has?
3. Make a list about the kind of coincidences that happen to people and share with the class.
4. Listen to Emma and Glen saying if they have ever experienced an amazing coincidence
(2.20), and then, do exercise C on page 54.

Desarrollo
6. Look at the grammar chart about past perfect on page 55 and discuss about it.
7. Do exercise A and compare answers with the whole class.
8. Read about superstitions around the world on page 56. Then, say how many you know, and if
you have similar ones in your country. Share your answers with the class. Do exercise B.
9. After that, look at some images related to a four-leaf clover, a yellow butterfly, a black cat, and
a mirror. Tell the class if you know any superstitions about these things.
10. Listen to four people talk about superstitions (2.23) and do exercises B and C on page 56.
11. Listen to an audio shared by your teacher about Angie and Terry (2.24) on page 57 and say if
they are superstitious.
12. Now, go back to the conversation and find responses with so and neither. Tell the class what
they mean and what you notice about them.
13. Look at the grammar chart about responses with So and Neither on page 57 and do exercise
A. Share your answers with the class.
14. Make a class list brainstorming what you know about twins.
15. Read the article Separated at birth, happily reunited on page 60 and do exercises C and D.

Cierre
Setting PHASE 2: “An amazing romance”.
After discussing and talking about coincidences and strange events:

16. Get in teams.

17. Think of people involved in a famous romance in mythology, history, literature, real life, etc.,
18. Write the script of that romance using 170 to 200 words.

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19. With the script, make a comic using PHOTOGRAPHS of the members of the team.
20. Use at least 3 sentences in past perfect and highlight them in red.
21. Use at least 2 responses with so and/or neither and highlight them in blue.
22. Use at least 8 comic strips (viñetas).
23. Cover the requirements specified in the rubric and hand your work in according to your
teacher’s instructions.

Recursos y materiales:
• Practice exercises
• Audios
• Book Unit 6

Evidencia de aprendizaje: Writing a comic for a magazine.

Criterios de evaluación:
• Accurate use of language
• Autonomous learning
• Effective solution to the complementary exercises
• Respect towards other people’s ideas
• Good time management for the activities
• Collaborative work

Instrumento de evaluación: Rubric.

Referencias:
McCarthy M., McCarten J. & Sandiford, H. (2014). Touchstone 4: Full Contact. 2nd edition.
USA: Cambridge.

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Escuela Preparatoria 2

Unidad III. Law and order and Strange events

Actividad de Aprendizaje 5. Coincidences

Valor: 15 puntos

Resultado de aprendizaje: Usa con precisión las reglas y normas, así como las palabras
adecuadas, para comunicarse correctamente en un contexto determinado.

Tiempo presencial: 2 horas Tiempo independiente: 1 hora

Descripción de la secuencia de actividad:

Inicio
1. Review topics from units 4 – 6 in the book along with the teacher.
2. Clarify your questions and doubts if you have them.

Desarrollo
3. On the assigned day, listen to your teacher’s instructions.
4. Take the test in silence.

Cierre
5. Once you have finished, check you have answered all the sections correctly and hand in the
test to the teacher.
6. Your teacher will give you feedback on the test in the following days.

Recursos y materiales:
• Book Units 4 - 6

Evidencia de aprendizaje: Prueba de desempeño.

Criterios de evaluación
• Accurate use of language
• Autonomous learning
• Good time management for the activities

Instrumento de evaluación: Clave de prueba de desempeño.

Referencias:
McCarthy M., McCarten J. & Sandiford, H. (2014). Touchstone 4: Full Contact. 2nd edition. USA:
Cambridge

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