LEARNING

HANDBOOK
CAMPUS: CECyTE Tecamachalco
CCT: 21ETC0015V

SUBJECT’S NAME: ENGLISH V

ELABORATED BY:
MIGUELINA CHÁVEZ GUTIÉRREZ

STUDENT’S NAME:
___________________________________

___________________________________ SEMESTER A
AUGUST 2022 – JANUARY 2023
SEMESTER AND GROUP: ___________________

ELABORATION DATE: AUGUST 29TH, 2023.

 INDEX
SUBJECT INTRODUCTION ................................................................................................................................................... 4
COMPETENCIES TO DEVELOP ............................................................................................................................................ 5
METHODOLOGY EXPLANATION ..................................................................................................................................... 5
EDUCATIVE PACT .................................................................................................................................................................... 6
first PARtIAL ................................................................................................................................................................................ 6
framework ............................................................................................................................................................................... 6
ASSESSMENT PLAN ............................................................................................................................................................. 8
PRESENTATION ................................................................................................................................................................... 9
WHAT YOU KNOW ..................................................................................................................................................... 9
TO START ......................................................................................................................................................................... 9
REMEMBER.......................................................................................................................................................................14
Review the vocabulary from the worksheet and look for the meaning of new words to do your
glossary. .............................................................................................................................................................................14
We will work on verb tenses, it is important to reinforce the topics you had mistakes in the quiz. ......14
There are many reasons to learn English, so enjoy this learning experience. ................................................14
PRODUCTION ....................................................................................................................................................................14
consider this .....................................................................................................................................................................14
HANDS ON.....................................................................................................................................................................19
Forming Past Perfect Tense ........................................................................................................................................28
Past simple and past continuous .....................................................................................................................35
PRODUCTION ....................................................................................................................................................................42
WHAT WE GET TO .....................................................................................................................................................42
summary ............................................................................................................................................................................42
cross-sectional project ......................................................................................................................................................... 1
GLOSary................................................................................................................................................................................... 1
resources ................................................................................................................................................................................. 1
SECOND PARTIAL .................................................................................................................................................................... 2
framework ............................................................................................................................................................................... 2
ASSESSMENT PLAN ............................................................................................................................................................. 2
PRESENTATION ................................................................................................................................................................... 3
WHAT YOU KNOW ..................................................................................................................................................... 3
TO START ......................................................................................................................................................................... 3
REMEMBER.......................................................................................................................................................................15
PRODUCTION ....................................................................................................................................................................15
 consider this .....................................................................................................................................................................15
HANDS ON.....................................................................................................................................................................16
PRODUCTION ....................................................................................................................................................................16
WHAT WE GET TO .....................................................................................................................................................16
HANDS ON.....................................................................................................................................................................17
consider this .....................................................................................................................................................................18
HANDS ON.....................................................................................................................................................................21
CLOSURE ..............................................................................................................................................................................22
WHAT WE GET TO .....................................................................................................................................................22
summary ............................................................................................................................................................................22
cross-sectional project .......................................................................................................................................................23
GLOSary.................................................................................................................................................................................23
resources ...............................................................................................................................................................................23
third partial .................................................................................................................................................................................24
framework .............................................................................................................................................................................24
ASSESSMENT PLAN ...........................................................................................................................................................25
PRESENTATION .................................................................................................................................................................26
WHAT YOU KNOW ...................................................................................................................................................26
TO START .......................................................................................................................................................................26
REMEMBER.......................................................................................................................................................................35
PRODUCTION .........................................................................................................................................................................35
consider this .....................................................................................................................................................................35
HANDS ON.....................................................................................................................................................................54
PRODUCTION ....................................................................................................................................................................55
WHAT WE GET TO .....................................................................................................................................................55
summary ............................................................................................................................................................................55
cross-sectional project: FINAL REPORT.......................................................................................................................56
GLOSary.................................................................................................................................................................................56
resources ...............................................................................................................................................................................56
WELCOME

Hello! I t is a pleasure for me to be your English teacher; we don´t know each other yet,
but we will be working during this semester with the aim of developing your communication
skills by carrying out the activities included in the didactic planning and this learning manual.

I am certain that each of you has the capacity to face the challenges that we find during the
course, remember that willingness to do certain things
is helpful to achieve your goals. I trust in your co-
responsibility to develop the activities for this subject,
remember that you are not alone, as a team we will
work for your personal and academic training.

Sincerely, teachers Miguelina and Naidi!

Contact information
Miguelina Chávez Gutiérrez Naidi Zamora Rodríguez
mchavez.g@cecytepuebla.edu.mx naidizamora94@gmail.com

SUBJECT INTRODUCTION

The English V subject is part of the propaedeutic component within the curricular structure
of the Technological High School whose main objective is the use of oral and written
language for communicative purposes.

During this semester we will be addressing reading, strategies and reading comprehension,
without neglecting the development of other communication skills. For this, it is necessary
that you have the knowledge and master the basic vocabulary acquired from English I to
English IV to develop these activities, in addition to having reading strategies that you surely
put into practice in your daily life. Exercising reading and learning from it will help you
develop your communication skills and access information that is mostly in English, thus
relating to other subjects, situations or contexts in which it can be applied.

In this course we are working on some topics based on communicative situations in order
to practice the communicative skills you are required to develop.

4
COMPETENCIES TO DEVELOP

Generic:
G.C 4. The student listens, interprets, and
communicates messages relevant to different
contexts by using appropriate means, codes, and
tools.
4.2. The student use different communicative
strategies according to the audience, context, and
his/her objectives.

Disciplinary:
1. Identifies, orders and interprets the explicit
and implicit ideas, data and concepts in a text,
considering the context in which it was
generated and in which it is received.

METHODOLOGY EXPLANATION

We will be working on 95 hours during this semester, these hours are distributed as follows:

First partial 7 weeks

Second partial 6 weeks
Third partial 6 weeks

During each partial, its first week corresponds to the recovery of previous knowledge, four
weeks (five weeks for the first partial) to the development of skills through the activities
assigned by your teacher and the sixth week, it corresponds to the closure where the
summative activities will be taken into account: science and technology incubator, tutoring
and transversal project. The last week is also useful to give the final grades to you so that
you check they belong to the work you did during each partial.
All the activities included in this handbook are deliverable and evaluable (20% per partial).
You are expected to carry out the assigned activities in a timely manner, since the evaluation
is continuous, in order to be able to provide feedback on your learning process, correct if
necessary, and have the evaluation results of each part on time, respectively.

EDUCATIVE PACT
✓ Be punctual to start the class, you have 5 minutes of tolerance to come in.
✓ Hand in the assignments on time, after dateline your activities will not be evaluated.
✓ Avoid the use of cellphone during the class.
✓ Bring your required materials.
✓ Be open minded, participative and proactive, be respectful to others.
✓ Follow instructions all the time.
✓ Collaborate before, during and after the class.
✓ Talk in English as much as you can.
✓ No cellphones nor eating during the class, please.

_________________________ ________________________
Name and signature of the learner: Name and signature of the teacher

FIRST PARTIAL

FRAMEWORK

Use language elements to express the activities that are being done now, in the past, and
share or ask about other people's personal information with simple phrases and challenges
that require a simple or direct exchange of information about the environment and
immediate needs, based on the description of level B1 of the Common European
Framework of Reference for Languages. Also, language skills will continue to be practiced
to achieve efficient interaction with students and promote collaborative work with others.
 AXIS:

Reading, writing, speaking and listening.

COMPONENT:

The importance of reading for the writing production

Reading, writing and oral production as learning sources and abilities practice.

The importance of reading to word with coherent arguments

CORE CONTENT:

The text as resource information and new ideas

The function of the language and grammar role in it

SPECIFIC CONTENT:

Past simple and Past Perfect verb tenses

Second conditional

Third conditional

Reported speech
 ASSESSMENT PLAN

LEARNING PRODUCTS FIRST PARTIAL

SIGNATURE OF THE
PERCENTAGE
PRODUCT PERCENTAGE FATHER, MOTHER OR
OBTAINED
LEGAL GUARDIAN

Diagnostic test 0%

Activities from the guide 20%

Quizes 20%

Performance 20%

Oral presentation 15%

10%
Transversal Project

Tutoring 5%

10%
Sciencie and Technology incubator
PRESENTATION

Expected Learning: Welcome , recovering previous knowledge.

WHAT YOU KNOW

Read the educative pact and add more points giving suggestions to the class. Answer the following questions:

My name is:

I´m good at:

What I like from me the most is:

My goal for this last year as CECyTE

student is:

What I will do differently this year is:

TO START
Activity 1. Do and answer questions.

Match the question with their short answer and compelmentary information.

A B C
Do you like studying English? No, I haven´t It is freezing
Is it a nice day today? Yes, I am It´s my favorite subject
Have you seen my pen? Yes, I do I couldn´t afford to
Are you staying at home this evening? No, I didn´t Do you want to come round?
Did you go on vacations last summer? No, it isn´t You can borrow mine if you want.
Choose the correct wh question according to each question respectively.

Reorder the following questions in order to develop writing and speaking through the use of auxiliar verbs.
Then, answer them according to your own information.

1. Spell/you/do/name/how/your/?.

2. Number/is/which/phone/your/?.

In your free time

3. Play/sports/what/do/you/?.

4. Weekends/like/at/what/you/doing/do/?.

5. Like/you/do/doing/free/time/what/your/in?.
Describe your home

6. Tv/there/in/is/bedroom/your/a/?.

7. Many/bedrooms/how/there/are/?

8. Photos/any/are/posters/bedroom/there/or/your/in/?.

Every day

9. Up/time/get/usually/what/you/do/?.

10. Breakfast/have/do/for/what/you/usually/?.

11. Sleep/hours/many/do/night/at/how/you/?.

Do you have?

12. Sisters/brothers/have/you/do/or/?.

13. Pets/you/have/do/?

What can you do?

14. Instrument/play/can/guitar/the/you/another/or/?.

15. Well/dance/you/can/or/sing/?.

16. Bike/a/you/can/horse/or/ride/a/?.

Which do you prefer? why?

17. Strawberry/you/do/prefer/chocolate/why/?/which/or/icecream/?

18. Sunday/or/prefer/why/?/you/do/which/Saturday/?.

Describe a friend

19. Friend/is/who/best/your/?.

20. Doing/like/what/she/does/?.

21. Friend/best/is/why/your/(s)he/?

What do you think of…?why?

22. Why/think/you/what/do/English/of/?.

23. School/think/you/do/why/what/?/of/?.
Time

24. Time/what/the/is/?.

25. Birthday/is/when/your/?.

26. Today/date/what/is/the/?.

The Past Simple

27. Weekend/do/you/what/did/last/?.

28. Vacations/for/where/your/last/go/did/you/?.

The Past Be

29. Born/where/you/were/?.

30. Week/last/late/were/school/you/for/?

Now

31. Now/are/how/you/doing/?.

32. Moment/book/reading/what/you/are/the/at/?.

What are you going to do?

33. Class/do/going/what/to/are/you/after/?.

34. Tomorrow/going/what/you/to/are/do/?.

Present perfect

35. Veracruz/been/to/you/have/?.

Helping students to speak. Paul Seligson, 1997.

Activity. Answer the following quiz Printed Quiz (quizizz.com)

Activity. Read the following text, do a glossary about the unknown words and do a mind map about its
content.

1. English is a global language

English is the most commonly spoken language in the world. One out of five people can speak or at least
understand English!
2. Studying English can help you get a job
English is the language of science, of aviation, computers, diplomacy, and tourism. Knowing English
increases your chances of getting a good job in a multinational company within your home country or of
finding work abroad.
3. Learning English can help you meet new people
English is the official language of 53 countries and is used
as a lingua franca (a mutually known language)
by people from all around the world. This means that
whether you’re working in Beijing, or travelling in
Brazil, studying English can help you have a conversation
with people from all over the world. 10
4. Many scientific papers are written in English
In the last century, the number of scientific papers
written in English has started to outweigh the number of
papers written in the native language of the researcher. In the Netherlands, for example, the ratio is a
surprising 40 to 1. For this reason, having a knowledge of English is incredibly important to those working
in the scientific field.
5. English is the language of the media industry
Because of the prominence of Hollywood in global media, an enormous amount of films, TV shows and
popular songs are written in English. If you speak English, you won't need to rely on translations and
subtitles anymore to enjoy your favourite books, songs, films and TV shows.
6. English is the language of the Internet.
English is a particularly important language online with more than half the content on the internet written
in English. As well as this, some of the world’s largest tech companies are based in English speaking
countries.
7. Travelling is a lot easier with a good knowledge of English
Imagine you’re a Spanish person on holiday in Thailand, while your hotel receptionist might not be able to
answer your question in Spanish, it’s likely they will be able to answer your question in English.
8. English is one of the most important languages for business
Whether you’re a business owner, student or employee, English is incredibly important in the business
world. English is considered to be one of the most important business languages due to being the de facto
language of the United States and the official language of the UK, Canada, India and South Africa.
9. With English, you can study all over the world
Since English is spoken in so many different countries there are thousands of schools and universities
around the world that offer programmes in English. If you speak English, there're lots of opportunities for
you to find an appropriate school and course to suit your academic needs.
10. English gives you access to multiple cultures
A good knowledge of English will allow you to access films, music and literature from hundreds of
countries around the globe. Not to mention the fact that numerous books from across the world are
translated into English. Few experiences will make you grow as a person more than learning the values,
habits and way of life in a culture that is different from yours.
Taken from: https://www.southplainscollege.edu/exploreprograms/artsandsciences/english/Top_ten_reasons_esol.pdf

REMEMBER
Review the vocabulary from the worksheet and look for the meaning of new words to do your glossary.
We will work on verb tenses, it is important to reinforce the topics you had mistakes in the quiz.
There are many reasons to learn English, so enjoy this learning experience.
PRODUCTION

Expected Learning: use the elements of language to express the activities you 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 need.

CONSIDER THIS

ACTIVITY MOMENT 1
Activity 1 Read the following text and complete the sentences using past simple (to narrate the events on a
story) or past continuous (to describe the situation in a story) of the verbs in brackets.

Activity 2. Review the past tense in the following activities taken from the book Touchstone 1.
HANDS ON

Activity. Solve the following activity about the use of

while (+ past continuous) or

when (+ past simple)

Answer the following activities about first and second conditional.
 FORMING PAST PERFECT TENSE
Subject + had + verb3 + complement
Affirmative Form
He had left the office

Subject + hadn't + verb3 + complement

Negative Form
He hadn't left the office.

Had + subject + verb + complement ?

Question Form
Had he left the office?

Hadn't + subject + verb3 + complement ?

Negative Question
Hadn't he left the office?
Activity 1. Fill in the gaps using third conditional

Activity 2. Complete the following sentences using the given options.

Activity 3: correct the errors from the following sentences.

1. I couldn´t stay with you. I wouldn´t have left if I didn´t have the appointment.

2. My sister didn´t want to marry Jim. If he had proposed to her, she would refuse.

3. We couldn´t buy the house. But we would have done if we had enough money.

4. I didn´t catch a word. If I had understood, I would have give them some advice.

5. If he wasn´t the best player in the team, he wouldn´t have earned so much.

6. Peter was furious. He wouldn´t lose his temper if he hadn´t done all the work on
his own.
7. The kitten didn´t want to leave the house. It would have played in the garden if it
didn´t rain.

8. She was pretty. If I were ten years younger. I would have asked her to marry me.
9. He failed. If he had worked more, he would passed the year.

10. I saved money. If I hadn´t saved money, I haven´t traveled.

Reported speech is when we tell someone what another person said. To do this, we can use
direct speech or indirect speech.

Direct speech: 'I work in a bank,' said Daniel.

Indirect speech: Daniel said that he worked in a bank.
PAST SIMPLE AND PAST CONTINUOUS

when we backshift, past simple usually changes to past perfect simple, and past continuous
usually changes to past perfect continuous.

'we lived in china for five years.' ------ she told me they'd lived in china for five years.

'it was raining all day.' ------ he told me it had been raining all day.
Activity 1: Describe the following picture using reported speech.
 1. The teacher said that _____________________________that poster on the wall.

2. Sam said that ______________________________what the teacher

______________________________

3. Zikka said that ____________________________ too much homework

4. Matt said that _____________________________a boring lesson

5. Raul said that ______________________________ a pencil.

6. Tom said that ______________________________ tennis after school.

7. Rob said that ______________________________tennis.

8. Mathew said that ___________________________with Tom.

9. Sarah said that _____________________________ that class.

Activity. Choose the options that best represent the reported speech of each sentence.
 ASSESSMENT PLAN

EVIDENCE OF
MOMENTS AGENTS INSTRUMENTS PERCENTAGE
LEARNING
DIAGNOSTIC Diagnosis test Autoevaluation Quiz 0%
August 28th,
2023- August
September 1st,
2023.

Quizzes Autoevaluation/ Students 20%

‘punctuation

Activities from the Heteroevaluation 20%

FORMATIVE handbook Checklist
September 4th
Heteroevaluation 20%
, 2023- October
Performance
6th, 2023.

Oral presentation Coevaluation Rubrics 15%

Transversal project 10%

SUMMATIVE
Tutoring activities Heteroevaluation Rubrics 5%
October 9th,
2023- October
13th, 2023. Science and Technology 10%
incubator
PRODUCTION

Expected Learning: The student is able to use: past simple, past perfect, conditionals, and reported speech
in different communicative situations.

WHAT WE GET TO

First partial chart

Instructions: Put a tick to evaluate your own progress:
Grammar Identify and use auxiliar verbs
Conjugate regular and irregular verbs
Use correctly past simple and past continuous
Apply conditionals by my own.
I can report what others say using reported speech
Vocabulary I understand most of the vocabulary in the activities I did.
I study the glossary and new words I define everyday in class.
Speaking I communicate my ideas in English according to the topics.
I participate and collaborate before, during and after the class.
Writing I worked in the activities from my handbook by my own.

SUMMARY
Past simple tense is used to mention events that happened, the
past contuinuous is used to describe.

Conditionals are formed by an IF clause + a result. Second

conditional is used to express hypothetical situations. For this
reason, past simple is used in the If clause while the auxiliar used
in the result is the word would. On the other hand, Third
conditional is used to express imposible situations. Then, past
perfect is used in the IF clause, and wuld have are used in the
consecuence.

Reported speech is used to mention what others said. In order to form it, we have to take into
consideration the tense of the phrase we are going to report. Check how reported speech changes
according to the picture from the left.

To use reported speech correctly, you have toidentify verb tenses, auxiliar verbs, and a loto f practice, at
least you have to study one hour a day so that you improve your skills in English.
CROSS-SECTIONAL PROJECT

The learner does an infographic about the good habits they do in order to responsibly use of water.

EVALUATION PLAN
The learner is provided with the rubrics at the end of the partial so that the transversal project is evaluated.

GLOSARY

It is worked in the notebook, in each class the learner has to list new words so that (S)he increases his/ her
vocabulary.

RESOURCES
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_%28ESL%29/Introducing_your
self/Introducing_yourself_uf17162ik
https://quizizz.com/admin/quiz/5c29721636fca7001b276557/verb-tense-review
https://niaidroose.wordpress.com/2010/02/18/strategies-for-developing-reading-skills/
https://www.englishexercises.org/makeagame/viewgame.asp?id=3872
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Second_conditional/Sec
ond_conditional_vv1940686ko
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Conditionals/Zero,_first
_and_second_conditional_rv116029kc
https://en.islcollective.com/english-esl-worksheets/grammar/past-perfect-simple-or-continuous-tense/roll-
play-past-simple-perfect/65478
https://en.islcollective.com/english-esl-worksheets/grammar/past-perfect-simple-or-continuous-tense/past-
perfect-practice-i/3690
https://www.liveworksheets.com/worksheets/en/English_as_a_Second_Language_%28ESL%29/Third_conditi
onal/Third_Conditional_Activities_ei1320888ob
https://www.e-grammar.org/download/third-conditional-exercise-3.pdf
https://learnenglish.britishcouncil.org/grammar/b1-b2-grammar/reported-speech-1-statements
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Reported_speech/Repo
rted_Speech_vm1227782qh
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Reported_speech/Repo
rted_Speech_with_Gotye_gr1883144lk
https://www.thoughtco.com/reported-speech-and-quiz-4176664
SECOND PARTIAL

FRAMEWORK
• Review of Simple Present tense • Review of Simple Future tense
• Instructive and Descriptive texts

AXIS:

Learners produce, communicate, interact, and collaborate with others (transversal axis for all
subjects from Communication and Social Sciences as disciplinary fields).

COMPONENT:

• The solid construction of one´s original perspective.

• Communication: interpersonal relationships

• Contextualization of learning communities through learners' interests and academic experience

CORE CONTENT:

Collaborative work in classroom as a basis for the integration of the learning community.

SPECIFIC CONTENT:

✓ Review of Simple Present tense

✓ Instructive and Descriptive texts
✓ Review of Simple Future tense
ASSESSMENT PLAN

LEARNING PRODUCTS SECOND PARTIAL

SIGNATURE OF THE
PERCENTAGE
PRODUCT PERCENTAGE FATHER, MOTHER OR
OBTAINED
LEGAL GUARDIAN

DIAGNOSTIC 0%

RECIPE 20%

THIS IS MY … 20%

QUIZZEZ 20%

ORAL PRESENTATION 15%

10%
TRANSVERSAL PROJECT

TUTORING 5%

SCIENCE AND TECHNOLOGY 10%

INCUBATOR
PRESENTATION

Expected Learning: The learner is able to identify the different types of texts, and reviews the present
simple, simple future, and the imperatives.

WHAT YOU KNOW

What is a text?
In linguistics, the term text refers to:

1. The original words of something written, printed, or spoken, in contrast to

a summary or paraphrase.
2. A coherent stretch of language that may be regarded as an object of critical
analysis.

Traditionally, a text is understood to be a piece of written or spoken material in its primary

form (as opposed to a paraphrase or summary). A text is any stretch of language that can
be understood in context. It may be as simple as 1-2 words (such as a stop sign) or as
complex as a novel. Any sequence of sentences that belong together can be considered a
text. (Nordquist, 2019)

TO START
Activity. Answer the following questions
Review of Present Simple Tense
Simple present tense
with 'be'
The verb 'be' is different from
the other verbs in this tense.
Let's look at 'be' first. Here's
the positive form (positive
means a normal sentence, not
a negative or a question. This
is sometimes called
'affirmative'
Present simple tense
with other verbs
With all other verbs, we make
the present simple in the
same way. The positive is
really easy. It's just the verb,
with an extra 's' if the subject
is 'he', 'she', or 'it'. Let's take
the verb 'play' as an example.
Don't forget the 's'! Even really
advanced students do this. For a
few verbs, there is a spelling change
with 'he', 'she' and 'it' before the 's'.
For example, 'study' becomes
'studies'
Activity 1: Complete the following activities using the verb be
Activity 2: Complete the following activities using the present simple of the verbs.
 Review of Simple Future tense
The simple future tense is very easy to make and is very useful.
Here's the positive form (it's just 'will' + infinitive). The short
form: 'll is very, very common, and is almost always used when
speaking. It's really much more natural to say 'I'll' instead of 'I
will'. Next, here's the negative form (just add 'not' - remember
will not = won't).
 Imperatives
Imperatives are verbs used to give orders, commands,warning or instructions, and
(if you use "please") to make a request. It is one of the three moods of an English verb
(indicative, imperative and subjunctive). Give me that tape, please.
Activity. Write the corresponding imperatives according to the pictures and the verbs given below:
REMEMBER

All the tenses are important to express your ideas in a written or spoken way. During this
partial, we will be working mainly with the present simple, simple future, and the
imperatives. That is why you need to know the structures very well.

PRODUCTION

Expected Learning:

1. The learner identifies what an instructive and a descriptive text is.

2. The learner identifies the parts of the instructive and descriptive text.
3. The learner is able to write a recipe and a short fairy tale using the correct structure.

CONSIDER THIS

Instructive text
An instructive text is a text that instructs or tells you how to do something. A recipe wants
to instruct you how to cook something. A leaflet with a piece of furniture wants to tell you how to
put it together or take care of it.

An instruction text is a piece of non-fiction text that gives instructions on how to complete a
task. Also called an instructional text, or an instructive text. The text may
include organisational devices such as bullet points or numbers, diagrams, and pictures.

• Instructive Text Examples

Examples of instruction text can range from recipes to board game instructions or how to complete
a video game. In any of those cases, it is important to provide easy to follow instructions which use
simple language and provide information on what to do in chronological order.

It also requires the use of imperative verbs. These are a type of verb that instruct another person
to do something. Here are some more examples of an instruction text:

"Put the cake mix in the oven."

"Open the board and give each player a card."

"Insert the disc, then press play."

Imperative verbs are instructive: they should tell the reader, in no uncertain terms, what to do.
 • Where might I find instructive texts?

Here are some examples of where you might find instruction texts:

o A recipe that instructs you on how to cook or bake something.

o A leaflet that gives you instructions to follow – for example, instructions for how to vote
or to post something.
o An instruction manual that will help you set up an appliance or build something, like a piece
of furniture.
o

Activity: Read the following récipe and underline all the imperatives that you find in it.

ACTIVITY MOMENT 1

HANDS ON

ASSESSMENT PLAN

PRODUCTION

Expected Learning:

WHAT WE GET TO
HANDS ON

Recipe: ____________________________
Activity 1: Make groups of 3 or 4. Then choose a recipe. Write the name of your dish in
the line above.
Activity 2: Write the title, ingredients, and the directions. For the directions use the
imperative form of the verbs. Look at the example in Activity 5 (ACTIVITY MOMENT
1).
Activity 3: Make a presentation of your recipe and present it to your classmates. Use
images or real things. Read the rubric below.

ASSESSMENT PLAN

Rubric: Recipe

Categories Baseline Attempts the Approaching the Target

Standard Standard
(1) (4)
(2) (3)
Illustrations The recipe includes The recipe includes The recipe includes The recipe includes a
an illustration that is an illustration, but it an ilustration, but it related neat and
not colorful, neat, or is not two of the is not one of the colorful illustration.
related. following: colorful, following: colorful,
neat, or related. neat, or related.
Ingredientes The recipe is missing The recipe contains The recipe contains The recipe includes a
an ingredient list. 1-2 ingredients. only 3-4 ingredients. list of at least 5
ingredients.
Instructions The recipe is missing The recipe contains The recipe contains The recipe contains
instructions. instructions, but they well written well written
do not make sense instructions, but they instructions that
for the recipe and/or do not make sense make sense for the
they have a few for the recipe. recipe.
errors.
Cooking verbs The recipe contains The recipe contains The recipe contains The recipe contains
no cooking verbs. 1-2 cooking verbs. only 3-4 cooking at least 5 verbs.
verbs.
Spelling/ Grammar The recie contains The recipe contains The recipe contains The recipe is free of
over 5 3-4 spelling/gramar only 1-2 spelling/gramar
spelling/gramar errors. spelling/gramar errors.
errors. errors.
TOTAL: ________/20%
CONSIDER THIS

Descriptive text
A descriptive text is a text that wants you to picture what they are describing. A novel
might want you to imagine the characters and see them in your mind. A travel book will
want you to see the country it is describing. Descriptive texts usually:

• make use of adjectives and adverbs

• use comparisons to help picture it - something is like something
• employ your five senses - how it feels, smells, looks, sounds and tastes.
Purpose of Descriptive text

1. To describe person, thing or place in specific

2. To describe a particular person, thing or place.

Elements of a description
There are 4 mainly parts: title, introduction, part-by-part description, and conclusions.

Examples:

1. The morning air was crisp and sharp as Sean walked down the road. The pavement
was slippery and cold beneath his feet like a slimy wet fish.
2. The table consists of a 4 meter x 3.50 meter oak top and 4 oak chairs. The table has
the extendable option, becoming a 6 meter long table. Both the table and the chairs
have a layer of polish for the protection of the wood and its greater durability. In
addition, the option of buying 2 or 4 more chairs is possible in case the buyer
requires it.
3. The Ceiba (or Ceibo) is a tree native to South America. This tree can be between
5 and 10 meters high. Ceiba trees of up to 20 meters have been found on certain
occasions.
ACTIVITY MOMENT 2

Activity 1: Make a concept map of a descriptive text on your notebook.

Activity 2: Mark (✓) the two descriptive texts.

1 Prepare your vegetables. Chop 1 large onion into small dice, about 5mm
square. The easiest way to do this is to cut the onion in half from root to tip,
peel it and slice each half into thick matchsticks lengthways, not quite cutting
all the way to the root end so they are still held together. Slice across the
matchsticks into neat dice.
2 The H1N1 virus is a type of virus that is transmitted by contact with saliva,
the air or by ingesting any product of animal origin that has been in contact
with or has been a carrier of this virus.
3 Ana’s dog is a large black dog. Mixed race. You have all the shots up to date.
His name is “Puppy” and he is 14 years old. He is very obedient although he is
already a little deaf. As he is very old, he sleeps all day.
4 Archaeologists are hoping to leave a different type of mark on a
remote Borders valley destroyed by an English army almost 500
years ago.
During a single day in 1545, a 15,000-strong force burned and pulled down
more than a dozen strongholds in the Rule Valley.
Fields of corn and smaller settlements were also destroyed.
Archaeology Scotland is now excavating Bedrule Castle to improve
understanding of the raid and its aftermath.
Activity 2: Paste any picture you want and describe it. Use the present simple, adjectives,
etc.…

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
HANDS ON

This is my_____________
Activity 1: Look for a picture that is meaningful for you.

Activity 2: Make a photocopy or print, and paste it in a paper sheet.

Then write a description of 150 words next to your photo.

ASSESSMENT PLAN

Rubric: Describing my photo

CATEGORIES 1 2 3 4
Novice Discoverer Achiever Hero
Ideas and No evidence of a purpose Hints at using organized Well-focused Interesting and precise
Organization or logical ideas that help ideas to describe the sentences and sentences and
the reader see what is photo. paragraphs are logical paragraphs tell a
being described. and help readers see descriptive story with
what is being metaphor.
described.
Word choice Lacks evidence of sensory Provides some sensory Uses well-crafted Engages the reader in
words and adjectives. words and adjectives. sensory images and the description with
appropriate adjectives sensory details,
that describe. comparisons, and
powerful adjectives.
Structure/ Lacks evidence of proper Exhibits some Shows evidence Offers readers engaging
grammar use of the complete understanding of variety, with few errors and compelling
sentences, proper sentence structure; in spelling, sentences and
spelling, punctuation, or many spelling, punctuation, or paragraphs without
grammar. punctuation, and grammar. spelling, punctuation, or
grammatical errors. grammatical errors.
Creative No sense of artistic Provides some concern Exhibits strong use and Creative use of material
presentation concern or care for for artistic technique understanding of to tell an engaging story
neatness, no attempt to and neatness; offers artistic concepts. artistically; powerful
interest the reader basic description. details and description.
through sensory detail.
Lenght It is a text of less than 70 It is a text of 70-99 It is a text of 100-139 It is a text of 140-150
words. words. words. words.
Total __________/ 20%
CLOSURE

WHAT WE GET TO

Activity 1: Reflect on It. Read the sentences and color the corresponding circles.

I can identify a descriptive text.

I can identify an instructive text.

I can write an instructive text.

I can identify the parts of a descriptive and instructive text.

SUMMARY

Activity 1: Follow the following steps to make your own summary. Write your summary on your
notebook.

1. Identify the topics. Find the text's main ideas.

2. Distinguish between major and minor details.

3. Remove minor details and examples.

4. Pay attention to transition words.

5. Re-order the ideas as needed.

6. Reserve your opinions.

7.
CROSS-SECTIONAL PROJECT

During this partial the teams are going to elaborate a drip prototype in order to reinforce
the water care. The rubrics is going to be designed and provided by the teacher to the
students during the week five of this partial respectively.

GLOSARY

It is going to be worked during the partial, the learners are going to list unknown words
with their definition in their mother tongue so that they get more vocabulary.

RESOURCES

https://quizizz.com/print/quiz/5dd0c4064525bd001bf0258d

https://www.allthingsgrammar.com/be-verb.html

https://www.liveworksheets.com/w/en/english-second-language-esl/47127

https://www.liveworksheets.com/w/en/english-second-language-esl/336532

Oxford. (s. f.). Oxford Learner´s dictionaries. Recuperado 9 de octubre de 2022, de

https://www.oxfordlearnersdictionaries.com/us/definition/english/

Seonaid. (s. f.). Perfect English Grammar. Perfect English Grammar. Recuperado 9 de octubre de 2022, de
https://www.perfect-english-grammar.com/present-simple.html
THIRD PARTIAL

FRAMEWORK

At the end of the fifth semester, the learners 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, everything based on B1 level descriptor of the Common European Framework of
Reference for Languages. In addition, they will continue practicing the language skills to achieve an efficient
interaction with students and to promote the collaborative work with others.

AXIS:

Reading, writing, speaking and listening.

COMPONENT:

The importance of reading to word with coherent arguments

Reading, writing and oral production as learning sources and abilities practice.

The importance of reading for the writing production

CORE CONTENT:
The text as resource information and new ideas

The function of the language and grammar role in it

SPECIFIC CONTENT:

Argumentative text

Passive voice

Narrative and informative texts

 ASSESSMENT PLAN

LEARNING PRODUCTS THIRD PARTIAL

SIGNATURE OF THE
PERCENTAGE
PRODUCT PERCENTAGE FATHER, MOTHER OR
OBTAINED
LEGAL GUARDIAN

Diagnosis test 0%

Handbook 20%

Students’ performance (participation)

20%

Video (oral presentation) 20%

Christmas Carols 15%

10%
Cross-sectional Project

Tutoring 5%

10%
Science and technology incubator
PRESENTATION

Expected Learning:

Identify the features of the types of texts: argumentative, narrative, informative, as well as
passive voice in different verb tenses in order to enhance reading comprehension, get
information, and use English properly in oral and written way developing the learner´s skills
to use the foreign language.

WHAT YOU KNOW

Check the information from the following link: https://es.slideshare.net/KarRamoso/text-types-11721229
https://es.slideshare.net/lalai27/different-text-types

Answer the following quiz as a verb tenses review, a topic studied during first and second partial as well:

https://quizizz.com/admin/quiz/60ddd3ea680d69001d03cd5e/verbtenses?source=MainHeader&page=Quiz
Page&searchLocale=&fromSearch=true

TO START
Review the following slides about verb tenses review, donpt forget to check the following links and do a
summary about thir content in your notebook:

https://www.powtoon.com/onlinepresentation/eJLyIzsyTYW/verbtenses/?mode=movie&locale=en
Review the following video, and do a summary about it in your notebook:
https://www.youtube.com/watch?v=Lo mYIQq_rIY
Look at the following videos and do a summary about their content in your notebook:
https://www.youtube.com/watch?v=7bnrwZpZdYg&t=36s
https://www.youtube.com/watch?v=nELxxIC0ftw&t=393s
Activity: Fill in the blanks with the correct option using the narrative tenses.

Activity: Create your own story using the narrative tenses and the verbs in bracets in the following text:

When I woke up this morning, my ______ ______ (say) that we

_________________ (go) to the park. I ____ (be)so happy, I _____ (want)
to take my ___________ i _____(wear) my favourite ____________ We even
________ (pack) a ______. I _____ (be) so _____I __________ (go) to the
park.

When we _________ (arrive) at the __________ we ___ (see) many ______

I (can not) ___________ wait to ____________My _________
_________(unpack) our things. We ____________ arounf the park all the
afternoon.

Finally, we _________ our things. We ____ (have) a great time at the

_________. I want to ___ (go) to _____________ now.
Activity: Look for information about passive voice and do a summary in your notebook:

https://www.youtube.com/ watch?v=rBtFCPwDkk8

https://www.lewolang.com/gramatica-inglesa/102/the-passive-voice

https://www.youtube.com/watch?v=xQnLqaIxr-U

https://www.youtube.com/watch?v=QWzLZoIxrac
REMEMBER
Memorize the verbs in their three forms, it will make easier for you to conjugate, communicate and do
excercises in English. Verbs are used all the time.

Study at least one hour a day the topics we work in class, the topic of verb tenses is important not only in the
conceptual form but to use the language properly in written and spoken form.

Always work on vocabulary lists so that you get more vocabulary.

It is important to know the characteristics of the types of texts so that you identify information easily, you
apply reading strategies, you practice your reading, as well as you acquire new vocabulary working on a glossary
every time you work with readings.

Authentic materials are mostly used to practice foreign language skills, so, it is necessary that you are exposed
the most you can to certain sources of information, not only to acquire the necessary skills to deal with the
reading comprehension excercises, but to be informed because mosto f the information in the present is in
English.

Passive voice is used when the speaker focuses on the object not the subject. Be careful in the verb tense you
are working with since the auxiliar verbs are different and used to conjuggate verb forms, form negatives and
to make questions.

PRODUCTION

Expected Learning:

The learner uses verb tenses in oral and written way.

CONSIDER THIS
ACTIVITY MOMENT 1
Activity 1. Answerthe following quiz
Activity 2. Answer the following worksheets using verb tenses.
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Verb_tenses/Tenses_bf
1712cx
Activity 3. Aswer the following excercise about argumentative texts:

https://wordwall.net/resource/3046321 /connect-the-dots-argumentativeopinion-essay
Activity 4. Choose one of the following topics and write a 50 words argumentative paragraph:

• Can the death penalty be effective? ...

• Can smoking be prevented by making tobacco illegal? ...
• Are girls too “mean” in their friendship? ... • Is competition really good? ...
• Is buying a lottery ticket a good idea?
• Is religion the cause of war?
• Is fashion really important?
• Are feminist women being too harsh on other women who don´t support the movement?
• Is a highly competitive environment good or bad for studying or working?
• It is true that life 100 years ago was easier?
• Was it good to Mexican Independence movement?
• What is cultural shock and how does it impact our perception of other people´s culture?
• Should working moms be given special privileges?
Why does mom work 300% of her time on family?
• Delinquency is result of lack of education at school or at home?
• Is it better to study or to work? Why?

Activity 5. Answer the following reading comprehension activity:

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Reading_comprehensio
n/Chocolate_is_good_for_you_2_hj348609eb
Activity 6. Answer the following quiz about narrative tenses:
https://wordwall.net/es/resource/4761095/narrative-tenses
Activity 7. Look for information about passive voice
https://www.lewolang.com/gramatica-inglesa/102/the-passive-voice
https://www.youtube.com/watch?v=xQnLqaIxr-U
https://en.islcollective.com/english-esl-worksheets/grammar/passive-voice-or-active-voice/passive-voice-
present-simple-speaking-cards/113236
https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_(ESL)/Passive_voice/Passive_P
resent_simple_cz1348744gd
Activity 8. Fill in the balnks using passive voice according to the verb tense that the paragraph indicates.
g
Activity 9. Answer the following activities about passive voice in future tense.
https://www.grammarnet.com/ghtml/passive/igoingtofuturepassive01.pdf
https://www.allthingsgrammar.com/passive.html
https://www.allthingsgrammar.com/passive.html
HANDS ON
In pairs write the argument about the question you chose, and present it in a video.

ASSESSMENT PLAN
INSTRUMENTO DE EVALUACIÓN: LISTA DE COTEJO

TIPO DE MOMENTO DE
HETEROEVALUACIÓN FORMATIVA
EVALUACIÓN EVALUACIÓN
Sep 2023- Ene 2024.
ASIGNATURA O SEMESTRE Y PARCIAL
Inglés V Tercer Parcial
SUBMÓDULO
GRADO Y GRUPO:
CARRERA
NOMBRE DEL NOMBRE DEL
ESTUDIANTE DOCENTE

APRENDIZAJE
ESPERADO
Elabora un argumento aplicando los temas vistos durante el semestre, lo presenta en un video.

Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de

COMPETENCIA
medios, códigos y herramientas apropiados.
DISCIPLINAR
BÁSICA Se comunica en una lengua extranjera mediante un discurso lógico, oral o escrito, congruente con
la situación comunicativa.
PRODUCTO
ESPERADO TIPO DE ACTIVIDAD
EVALUAR / Video 20% QUE REALIZA EL Parejas
PONDERACIÓN ESTUDIANTE
(10%)

SI NO TOTAL
Su argumento incluye opinión, tres razones y una conclusión 5%

La información cuenta con la estructura gramatical correcta en Ingles 5%

Formato: el volumen es adecuado, la imagen es de calidad, la pronunciación es

entendible, contiene subtítulos, duración mínima de 1 minuto 5%
Es original y creativo. Entregó sus actividades del manual y el borrador del argumento
5%
TOTAL, FINAL

NIVEL DE
LOGRO DEL Satisfactori Suficient Insuficient CALIFICACIÓ
APRENDIZAJE Destacado o e e N FINAL
ESPERADO
SUGERENCIAS
PARA MEJORAR
EL
DESEMPEÑO
FECHA DE
NOMBRE DEL REVISIÓN:
EVALUADOR FIRMA DEL
EVALUADOR
PRODUCTION

Expected Learning: the students apply what they learned about types of texts and verb tenses in order to
write an argument, and present it in a video.

WHAT WE GET TO
The learners 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, everything based on B1 level
descriptor of the Common European Framework of Reference for Languages. In addition, they will continue
practicing the language skills to achieve an efficient interaction with students and to promote the collaborative
work with others.

Third partial chart

Instructions: Put a tick to evaluate your own progress:
Grammar Identify and use auxiliar verbs
Conjugate regular and irregular verbs
Use verb tenses correctly
Apply verb tenses in reading comprehension as well as in the
activities of the handbook.
Differentiate the types of texts.
Vocabulary I understand most of the vocabulary in the activities I did.
I study the glossary and new words I define everyday in class.
Speaking I communicate my ideas in English according to the topics.
I participate and collaborate before, during and after the class.
Writing I worked in the activities from my handbook by my own.

SUMMARY
Most of the time we are exposed to information in the surroundings, in the academic way, they are presented
as narrative, informative, and argumentative texts, among others. It is important to work on authentic
materials to develop the needed skills to deal with that information, as well as to acquire vocabulary,
information and knowledge about different fields.

Passive voice is conjugated according to the verb tense, the auxiliar verbs and the focus i son the object, not
in the subject.

Thanks for all your effort and dedication, I hope you have enjoyed this course
CROSS-SECTIONAL PROJECT: FINAL REPORT

EVALUATION PLAN Due to the extent of the rubrics, It is shared in Drive.

GLOSARY

It is worked through each partial in the notebook

RESOURCES

INTRODUCING YOURSELF. (s. f.). Recuperado el 1 de septiembre del 2022 de

https://es.liveworksheets.com/worksheets/en/English_as_a_Second_Language_%28ESL%29
/Introducing_yourself/Introducing_yourself_uf17162ik.

Quizizz — The world’s most engaging learning platform. (s. f.). Recuperado 14 de
septiembre de 2022, de https://quizizz.com/admin/quiz/5c29721636fca7001b276557/verb-
tense-review

undefined [luisthree]. (2014, 27 enero). INGLÉS. Diferenciar Past Simple-Past Continuous.

Inglés para hablantes de español. [Vídeo]. YouTube. Recuperado 14 de septiembre de
2022, de https://www.youtube.com/watch?v=eAbttZ9JQEY&t=34s

Wordwall | Create better lessons quicker. (s. f.). Recuperado 14 de septiembre de 2022,
de https://wordwall.net/es/resource/3552+200/second-conditional

Reported speech. (s. f.). Recuperado 14 de septiembre de 2022, de

https://www.slideshare.net/dlazcano/re+ported-speech-2420101

Quizizz — The world’s most engaging learning platform. (s. f.). Recuperado 9 de octubre de
2022, de
https://quizizz.com/admin/quiz/60ddd3ea680d69001d03cd5e/verbtenses?source=MainHead
er

Mariquit, A. (s. f.). Different text types. Recuperado 9 de octubre de 2022, de

https://es.slideshare.net/lalai27/different-text-types

undefined [Oxford English Now]. (2019, 25 octubre). Narrative Tenses in English [Vídeo].
YouTube. Recuperado 9 de octubre de 2022, de
https://www.youtube.com/watch?v=nELxxIC0ftw
Murillo, A. (2019, 26 febrero). The passive voice. www.lewolang.com. Recuperado 9 de
octubre de 2022, de https://www.lewolang.com/gramatica-inglesa/102/the-passive-voice

undefined [Clases de inglés en español. Gramática fácil.]. (2020, 19 febrero). Passive voice
in future simple sentences, voz pasiva con oraciones en futuro simple en inglés. [Vídeo].
YouTube. Recuperado 9 de octubre de 2022, de
https://www.youtube.com/watch?v=QWzLZoIxrac

Reading comprehension exercises - pdf worksheets - elementary level. (s. f.). Recuperado 9
de octubre de 2022, de https://agendaweb.org/reading/reading-pdf

Wordwall | Create better lessons quicker. (s. f.). Recuperado 9 de octubre de 2022, de
https://wordwall.net/resource/3046321+/connect-the-dots-argumentativeopinion-essay

PASSIVE VOICE (Present Simple) - Speaking cards. (s. f.). English ESL Worksheets for
distance learning and physical classrooms. Recuperado 9 de octubre de 2022, de
https://en.islcollective.com/english-esl-worksheets/grammar/passive-voice-or-active-
voice/passive-voice-present-simple-speaking-cards/113236