Secuencias de 5to. Agosto 2013-Enero 2014 1

1
Content

Unit 0.- Orientation

0.1 Evaluation
0.2 Purpose and organization of the subject (English V)
0.3 Acuerdos para trabajar armnicamente en el saln de clases
0.4 Ice-breaker

Unit 1.- Text Analysis

1.1 Informative text
1.2 Narrative text
1.3 Instructive text
1.4 Descriptive text
1.5 Persuasive text
1.6 Speculative text

Unit 2.- Reading Comprehension Strategies

2.1 Prediction
2.2 Skimming
2.3 Scanning
2.4 Inferring
2.5 Implying
2.6 Transcodification
2.7 Summarizing

Bibliography

2

0.1 Evaluation

Saber hacer 60%

- Projects

60%
- Reading activities 60%

Saber 10%

- Written exam

10%

Ser 30%

- Group work

30%
- Attendance 30%
- Attitude 30%
- Portfolio 30%

3

0.3 Compromises

- Eat and drink just during the break.
- Consume gums, candies, lollipops, out of your class schedule.
- Tuck your shirts/blouses in.
- Speak quietly.
- Raise your hand when you want to participate
- Pay attention during classes
- Help each other to finish the work in a cooperative way.
- Cell phones or mobile phones are forbidden.
- Arrive punctual
- Keep evidences.

2 absences: no exam
3 tardies: 1 absence.

If a student fails the three partial exams, he can not recover any of them. He will be in make up exam automatically.

Ask for next class a ball of worsted yarn (estambre) by teams of 10 people.

4

0.4 Ice-breaker

Ice-breaker 1

Material: Sheet of learning styles and Multiple intelligences
Objective: To diagnose their learning style.
Activity 1: Students will answer the test of the learning styles and theyll be conscious of it.

Ice-breaker 2

Material: Worsted yarn.
Objective: The purpose of this class is that students can integrate as a group and know more about themselves.
Activity 1: Students will make a net with the worsted yarn and the teacher will put something on the net and students will try to
maintain it on the net without falling down. This activity makes them reflect on the importance of team work and nobody is more
or less important.

5

SUBSECRETARIA DE EDUCACIN MEDIA SUPERIOR

INSTRUMENTO DE REGISTRO PARA LA SECUENCIA DIDCTICA
1

A) IDENTIFICACIN (1)
Institucin: DGETI
Plantel: CBTIS No. 167 Profesor(es): Lic. Deisy Beatriz Rosario Snchez
Asignatura/
Mdulo ___
Submdulo:___
English V
Semestre:

V
Carrera:
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013
Duracin en horas: 80 horas

B) INTENCIONES FORMATIVAS
Propsito de la secuencia didctica por Asignatura Competencia Profesional del Mdulo: (1)
Identify, analyze and distinguish among the informative, narrative, instructive, descriptive, persuasive and speculative texts and be able to use the different
reading comprehension strategies to get the main and secondary ideas from a text, to infer and imply information and know how to transcode it as well.
Purpose of the unit:
At the end of the unit students will be able to recognize, analyze and distinguish among the informative, narrative, instructive, descriptive, persuasive and
speculative texts taking into account the characteristics that make them different.
Purpose of the thematic content:
At the end of the lesson students will be able to recognize, analyze and distinguish an informative text based on its characteristics and produce one.
Tema integrador:
(1)

Health
Otras asignaturas, mdulos o submdulos que trabajan el
tema integrador: (1)

Asignaturas, mdulos y/o submdulos con los que se
relaciona: (1) Mantenimiento de hardware y software
CTSyV, Taller de Lectura y
Redaccin
Categoras: (2)
Espacio ( ) Energa ( ) Diversidad (x) Tiempo (x) Materia ( ).
Contenidos fcticos: (2)
Informative text

(1) Aplicable para los tres componentes: bsico, propedutico y profesional.
(2) Aplicable para los componentes: bsico y propedutico.
(3) Aplicable para el componente: profesional.
6

Conceptos Fundamentales:
Eating disorders
Conceptos Subsidiarios:
Campo social
Contenidos procedimentales: (2)

Investigar, jerarquizar, comunicar, extraer ideas generales del texto, analizar, identificar, definir, redactar

Contenidos actitudinales: (2)

Trabajo individual, trabajo colaborativo, respeto, responsabilidad, libertad y solidaridad

Contenidos en competencias profesionales: (3)

Competencias genricas y atributos: (1)
3. Elige y practica estilos de vida saludables.
Toma decisiones a partir de la valoracin de las consecuencias de distintos hbitos de consumo y conductas de riesgo.
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilizacin de medios, cdigos y herramientas apropiados.
Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.
6.- Sustenta una postura personal sobre temas de inters y relevancia general, considerando otros puntos de vista de manera crtica y reflexiva.
Evala argumentos y opiniones e identifica prejuicios y falacias.
Estructura ideas y argumentos de manera clara, coherente y sinttica.
8. Participa y colabora de manera efectiva en equipos diversos.
Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.
Competencias disciplinares: (1)
Comprende la nocin y las propiedades del texto.
1.- Identifica, ordena e interpreta las ideas, datos y conceptos explcitos e implcitos en un texto, considerando el contexto en el que se gener y en el que se
recibe.
2.- Evala un texto mediante la comparacin de su contenido con el de otros, en funcin de sus conocimientos previos y nuevos.
4.- Produce textos con base en el uso normativo de la lengua, considerando la intencin y situacin comunicativa.
10.- Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a conocimientos previos,
elementos no verbales y contexto cultural.

7

C) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Competencia(s) Producto(s) de
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)

* Warm-up: Pasturing /Total / 20/
1.- Teacher invites students to sit down
in a big circle.
2.- Teacher takes the stick and walks in
front of the participants. When the
teacher decides he/she will hit the stick
on the floor in front of some students.
Theyll stand up and walk behind the
teacher who will continue walking and
designating other students with a hit in
front of their feet.
3.- When the teacher has many students
behind him/her, he /she will throw the
stick in the middle of the floor. The
teacher and all the students who were
walking have to run to sit down in the
empty places.
4.- The student who didnt find a place
will take the stick and repeat what the
teacher did at the beginning.

Recommendation: Teacher should start
walking slow and then faster to make the
dynamic funnier.

3. Elige y practica estilos de
vida saludables.
*Toma decisiones a partir de la
valoracin de las consecuencias
de distintos hbitos de consumo
y conductas de riesgo.
4. Escucha, interpreta y emite
mensajes pertinentes en
distintos contextos
mediante la utilizacin de
medios, cdigos y
herramientas apropiados.
*Identifica las ideas clave en un
texto o discurso oral e infiere
conclusiones a partir de ellas.
6.- Sustenta una postura
personal sobre temas de
inters y relevancia general,
considerando otros puntos de
vista de manera crtica y
reflexiva.
*Evala argumentos y opiniones
e identifica prejuicios y falacias.
*Estructura ideas y argumentos
de manera clara, coherente y
sinttica.
8. Participa y colabora de
manera efectiva en equipos
diversos.
*Aporta puntos de vista con
apertura y considera los de otras
personas de manera reflexiva.
* Brainstorming activity * Observation
* Participation
* Check-list
* Rubric

8

D) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* Pre-reading: Pairs/40/Dialogue

Teacher will show visuals of
food and then theyll rank them in order
of healthiness. From the healthiest food
to the least healthy. Students will discuss
their choices and make a conclusion.

After that, teacher will show
three other visuals about three people
one fat, another one very thin and the
other one slim. Theyll compare and
contrast what each of these three people
eat.

When they finish, theyll answer the
following questions:

1.- Who do you think eats more
healthily?
2.- Does their diet tell you anything
about their lifestyle?
3.- What does a balanced diet consist of?
4.- How well does this term describe
what you eat?
5.- What are the advantages and
disadvantages of fast food?
6.- How can we avoid getting fat and
being healthier without falling into
eating disorders?
7.- What eating disorders do you know?

vida saludables.
de
distintos hbitos de consumo y
conductas de riesgo.
distintos contextos
medios, cdigos y
reflexiva.
sinttica.

1.- Identifica, ordena
e interpreta las ideas,
datos y conceptos
explcitos e implcitos
en un texto,
considerando el
contexto en el que se
gener y en el que se
recibe.

* Questionnaire
* Ranking activity

* Observation
* Participation
* Check-list
* Rubric
9

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* While-reading: Individually/30

Warm-up:
I bring a letter for: Students make a
circle and teacher will say I bring a letter
for people who wear/haveand all
students move and sit down in different
chairs.

Vocabulary:
- overabundance:
- to overeat:
- to purge:
- starvation:
- emaciation:
- secrecy:
- binge eating:
- overwhelming:
- wiry:
- endurance:
- track:
- cross-country:
- boyish:
- edge:

* First reading: Students will read the
article in a fast way and theyll try to get
the general idea of the reading.
* Second reading: 30
Students will read the text again and
answer the next questions:
1.- What is the text about?
2.- Mention what we need to do in order
to avoid eating disorders.
3.- What are the main differences
between the past lifestyle and the present
one?

vida saludables.
de
distintos contextos
medios, cdigos y
reflexiva.
sinttica.
diversos.
datos y conceptos
en un texto,
considerando el
recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.
4.- Produce textos con
base en el uso
normativo de la
lengua, considerando
la intencin y
situacin
comunicativa.

* Vocabulary
* Questionnaire

* Check-list
10

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*After-reading: Pairs/1 hour/Questionnaire
Warm-up: Mixed Basket: Teacher
will give students one card with
different fruits and the teacher will
start saying a fruit so students will
move to different places and if a
students doesnt find a place she/he
will say another fruit and for all
students to move will say: mixed
basket.
Students in pairs will answer the next
questions:

1.- Whats the general idea of the text?
2.- What gets your attention the most?
3.- Did you know this information?
4.- In what kind of publication can you find
this kind of text?
Magazine, Newspaper.
5.- What kind of text is it?

Informative texts: This kind of texts gives
immediate information about important events
of general interest. The newspapers and
magazines articles are classified as informative
sources. They let dissipate doubts about who,
what, when, where, why and how something is
happening.

vida saludables.
distintos contextos
medios, cdigos y
reflexiva.
*Evala argumentos y
opiniones e identifica prejuicios
y falacias.
sinttica.
diversos.
datos y conceptos
en un texto,
considerando el
recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.
4.- Produce textos
con base en el uso
normativo de la
la intencin y
situacin
comunicativa.

* Newspaper or magazine
* Questionnaire

* Check-list
11

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
Read the text again and answer
the questions: Pairs.

1.- What is the text about?
2.- Where did it happen?
3.- How do the bulimia and
anorexia affect people?
4.- Who are involved in this kind
of problems?
5.- Why do people fall into eating
disorders?

Follow-up: 2 hours/10 students/

Students will get together in
groups of ten people to make a
newspaper or a magazine using the
articles information about eating
disorders or another one they want to
investigate. They must cover all the
questions.

vida saludables.
distintos contextos
medios, cdigos y
reflexiva.
*Evala argumentos y
y falacias.
sinttica.
diversos.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.
4.- Produce textos
con base en el uso
normativo de la
la intencin y
situacin
comunicativa.
10.- Identifica e
interpreta la idea
general y posible
desarrollo de un
mensaje oral o escrito
en una segunda
lengua, recurriendo a
conocimientos
previos, elementos no
verbales y contexto
cultural.

* Newspaper or magazine
* Questionnaire

* Check-list
12

E) RECURSOS
Equipo Material Fuentes de informacin
Saln de clases * Visuals of food, 3 visuals: one
of a very thin person, another
about a fat person and the other
one of a slim person, a stick,
cards of fruits.
* Workbook
Internet, books, dictionary,
F) VALIDACIN
Elabora:

ACADEMIA DE INGLES DEL CBTIS 167
Profesor(es):
Lic. Deisy Beatriz Rosario Snchez
Ing. Omar Flores Ros
Lic. Patricia Jimnez Hernndez
Recibe:

Mtra. Mara Luisa Ramrez Echeverra
Jefe del Depto. de Doc. T/M
Avala:

LA. Jos del Carmen Chan Laines
Director del Plantel
13


2

B) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
Semestre: V Carrera:
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

C) INTENCIONES FORMATIVAS
At the end of the lesson students will be able to recognize, analyze and distinguish a narrative text based on its characteristics and make one.
Tema integrador:
(1)

Technology

relaciona: (1) CTSyV, Mantenimiento de hardware y software

Categoras: (2)
Espacio (x) Energa ( ) Diversidad (x) Tiempo (x) Materia ( ).
Narrative text

14

Technology in todays society
Campo tecnolgico

Investigar, comunicar, reflect, get specific information, classify, reconocer


Trabajo individual, trabajo colaborativo, respeto, responsabilidad, libertad, justicia, honestidad, solidaridad


*Toma decisiones a partir de la valoracin de las consecuencias de distintos hbitos de consumo y conductas de riesgo.
*Identifica las ideas clave en un texto o discurso oral e infiere conclusiones a partir de ellas.
*Evala argumentos y opiniones e identifica prejuicios y falacias.
*Estructura ideas y argumentos de manera clara, coherente y sinttica.
*Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva.

recibe.

15

G) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* Warm-up: Total/20/Energizer / The
lifeboats (salvavidas)

1.- Students have to stand up. Teacher
will tell the story: Were sailing in a big
boat and a storm is sinking the boat. To
be safe, we must get on board to one of
the lifeboats, but in every boat should be
only _______(teacher says the number )
people.

2.- The group has to make circles with
the exact number of people. But if a team
has more, the boat is considered sunk
and the participants have to sit down.

3.- Then, teacher changes the number of
people that can get on the boat and stay
outside the drowned people till a small
group of students who will be survivors of
the shipwreck and the winners of the
activity.

Note: The change of the numbers should
be fast so the activity is funnier.

diversos.

* Observation
* Participation
16

H) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* Pre-reading: Trios/10/Discussion

Write on the board the
following newspaper headlines and
students will discuss the next questions.

1.- What do you think was the story
behind each of the headlines?
2.- Do mobile phones make a positive or
a negative contribution to our lives
today? Why?

distintos contextos
medios, cdigos y

datos y conceptos
en un texto,
considerando el
recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.

* Questionnaire
* Observation
* Participation
Mobile
phones
should carry
health
warnings
Mobile phones
ban as pupil
chats to
girlfriend
Prison for
passenger
who
refused to
switch off
phone
17

I) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)

Then, students will look up these words
in the dictionary:

- item:
- however:
- drawbacks:
- to enable:
- wherever:
- delay:
- fit:
- threat:
- moreover:
- wheel:
- a nuisance:

- Activity: 2 teams/20

Students will finish looking for
the words. When they finish play hoola-
hoop to check the words definition.

distintos contextos
medios, cdigos y

datos y conceptos
en un texto,
considerando el
recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.

* Vocabulary

Check-list
18

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*While-reading:
/Individually/Pairs/30

Students will read the text in
silence, and then theyll work in pairs to
fill the diagram below through Guided
Questions.
1.- Objective. What for? Benefits for the
future
2.- Concept or idea. What? What is it
about?
3.- Who?
4.- How? Process
6.- Time When?
7.- Place Where?
8.- Reason Why?

Warm-up: Theyll make a circle and on
a paper theyll write a story. One will
start it and the rest will finish writing by
passing the paper to the other person
when I clap. Finally, theyll read the
story.

When the students finish the
activity of the Guided Questions theyll
make the activity PNI (Positive,
Negative, Interesting) where theyll write
all the positive, negative and interesting
ideas about the text.

Positive Negative Interesting

vida saludables.
de
distintos contextos
medios, cdigos y
reflexiva.
sinttica.
diversos.
datos y conceptos
en un texto,
considerando el
recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.
base en el uso
normativo de la
la intencin y
situacin
comunicativa.
10.- Identifica e
interpreta la idea
general y posible
desarrollo de un
en una segunda
conocimientos
verbales y contexto
cultural.

* Diagram about Guided
questions
* PNI chart

Check-list
19

20

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*After-reading: 50/Groups of five
people/

Warm-up:
0.- hands next to the legs
1.- knees
2.- mouth
3.- ears
4.- head
5.- right hand on head/left hand on
stomach
6.- left hand on head/right hand on
stomach

Your class has been discussing
the role of technology in todays
society. Make a bulletin board using
the information from the text and
investigate about other objects that
have helped us to live better and give
their advantages and disadvantages.
Has technology improved your family
lifestyle? In what ways? Mention the
advantages and disadvantages.

vida saludables.
de
distintos contextos
medios, cdigos y
reflexiva.
*Evala argumentos y
y falacias.
sinttica.
diversos.
6.- Argumenta un punto
de vista en pblico de
manera precisa,
coherente y creativa.
* Bulletin board about
advantages and
disadvantages of
technology
* Check-list
21

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
Narrative text: This kind of text is found
with more frequency in the humanities
area rather than the scientific one. The
purpose of this kind of texts is to narrate a
sequence of events (a biography, an
interesting historic event, the history of a
scientific discovery or about a current
event). These texts are characterized by:
1.- Narrating the facts or
circumstances in a chronological
sequence.
2.- Including passages whose
principal function is the
description.

vida saludables.
de

.- Argumenta un punto
de vista en pblico de
manera precisa,

22

J) RECURSOS
Saln de clases Hoola-hoops, workbook Internet, books, dictionary,
K) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

23


3

C) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
TA
TIA
TCN
Periodo de
aplicacin:
Agosto 2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

D) INTENCIONES FORMATIVAS
At the end of the lesson students will be able to recognize, analyze and distinguish an instructive text based on its characteristics and make one.
Tema integrador:
(1)

Education


Categoras: (2)
Espacio (x) Energa (x) Diversidad (x) Tiempo (x) Materia ( ).
Instructive text

24

How to raise a street smart child
Campo social

Reconocer, analizar, investigar, discutir, concluir,


Trabajo individual, trabajo colaborativo, respeto, responsabilidad, honestidad, solidaridad


* Maneja las tecnologas de la informacin y la comunicacin para obtener informacin y expresar ideas.
5. Desarrolla innovaciones y propone soluciones a problemas a partir de mtodos establecidos.
* Utiliza las tecnologas de la informacin y comunicacin para procesar e interpretar informacin.
recibe.
6.- Argumenta un punto de vista en pblico de manera precisa, coherente y creativa.
12.- Utiliza las tecnologas de la informacin y comunicacin para investigar, resolver problemas, producir materiales y transmitir informacin.

25

L) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* Warm-up: Total/20/Energizer /

Take out one chair and ask
students to move in circle, play some
music and when you stop it, theyll sit
down. The person who doesnt sit down
will be punished.

* Pre-reading: Trios/30/Discussion

Ask students to draw a stranger.
And after this ask them the next
questions:

1.- How do you define a stranger? A
stranger can be anybody.
2.- What danger do you see in this kind
of definition?

distintos contextos
medios, cdigos y
reflexiva.
sinttica.

datos y conceptos
en un texto,
considerando el
recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.

* Drawing

*Guas de observacin
* Check-list

26

M) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
- Have you ever known a child who
was sexually abused?
- What precautions have been taken
in your family to help the members
of various ages to defend
themselves against child molesters?
- At what age do you think children
should be made aware of the
possibility of child abuse?
- How effective have the attempts of
the Mexican government been on
national TV in orienting children in
this area?

reflexiva.
sinttica.

6.- Argumenta un
punto de vista en
pblico de manera
precisa, coherente y
creativa.

* Questionnaire * Check-list

27

28

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*While-reading: Total/2
hours/Vocabulary activity
Students with the help of their
dictionaries will investigate the meaning
of the following words and the ones they
dont know to understand the text.
Vocabulary:
- overnight:
- hug a tree:
- to wander:
- to pursue:
- spots:
- sanctuary:
- to loiter:
- unduly:
- assailant:
- skeptical:
- to clash:
- constraints:
- odd:
- ensnare:
- threatening:
- vacant:
- creep:
- offenders:
- youngsters:
- acquaintance:
- abductor:
- rhetoric:
- grossly:
- likely:
- tattletale:
- aptly:
- lurid:
- tabloid:
After that theyll read the text and
discuss about it using the questions
stated by the teacher at the beginning of
the class. Make conclusions

diversos.
datos y conceptos
en un texto,
considerando el
recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.
10.- Identifica e
interpreta la idea
general y posible
desarrollo de un
en una segunda
conocimientos
verbales y contexto
cultural.

* List of vocabulary *Guas de observacin
Check-list
29

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* After-reading: 2 hours Project: TV program or
documentary/10 students
* Warm-up: Play clapping hands. A student will say
his number and another number and hit their legs
with his hand at the same time.
After reading the text: 20 Trios
1.- Make a list of seven suggestions you can teach
children to protect themselves from strangers. (a
code word) Use the information from the text.
2.- Recall the important information a six year old
should be taught to use in case he gets lost; then
make a list.
3.- Does the traditional education of children in
Mexico permit them to say no to authority?
4.- Are children frequently forced to express
affection they dont feel (against their instincts)?
5.- Can a polite child also be street smart?
*Instructive text: The main objective of instructive
texts is to explain how to carry out certain activities.
These texts follow a sequence ordered logically.
They use two functions:
a) to order
b) to suggest (or sometimes to warn)
The forms of this kind of text are: verbal
and non-verbal instructions.
(Non-verbal: visual, images and verbal elements
(advertisements) and verbal: words.
Project:
In groups of ten people students will
make a TV program or a documentary about how to
raise a street smart child using the information from
the text and investigating more if it is necessary.
They can interview people. Theyll film it.
Note: Watch the documentary

distintos contextos
medios, cdigos y
5. Desarrolla innovaciones y
propone soluciones a
problemas a partir de
mtodos establecidos.
* Utiliza las tecnologas de
la informacin y
comunicacin para procesar
e interpretar informacin.
reflexiva.
*Evala argumentos y
y falacias.
sinttica.
diversos.
4.- Produce textos
con base en el uso
normativo de la
la intencin y
situacin
comunicativa.
6.- Argumenta un
punto de vista en
pblico de manera
creativa.
12.- Utiliza las
tecnologas de la
informacin y
comunicacin para
investigar, resolver
problemas, producir
materiales y
transmitir
informacin.

* A list of suggestions
* Concept of
instructive text
* A documentary

* Check-list
30

N) RECURSOS
Saln de clases Black eyed peas CD, white
sheets, color pencils,
documentary,
O) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

31


4

D) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

E) INTENCIONES FORMATIVAS
At the end of the lesson students will be able to recognize, analyze and distinguish an descriptive text based on its characteristics and make one.
Tema integrador:
(1)

Family Matters


Categoras: (2)
Descriptive text

32

Family Matters
Campo social

Reconocer, analizar, extraer informacin especifica, investigar, redactar


Trabajo individual, trabajo colaborativo, respeto, responsabilidad, libertad, honestidad, solidaridad


* Cultiva relaciones interpersonales que contribuyen a su desarrollo humano y el de quienes lo rodean.
recibe.

33

P) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* Warm-up: Total/15/Brain Gym/1
hour
The teacher will write the next
letters on the board:
M A L S
d b p q
Rise
right
hand
Rise
left
hand
Rise
right
leg
Rise
left
leg
The third line is not going to be
written on the board because they have
to remember which letter means what
action.
* Pre-reading: 15/Individually

Students will make the
following chart and theyll answer
according to their previous knowledge or
experience just the last square will be
answered later.

KWL: K: know W: want L: learn
Family Matters
Patience is needed when
suffering from depression
What do
I know?
What
do I
want
to
know?
What
did I
learn?

Advantages/disadvantages: Negative
consequences

reflexiva.
sinttica.

2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.

* Chart of KWL

* Check-list
34

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)

* While-reading: /Reading/20

Students will read the text about DNA
research Family Matters and theyll look for the
next words in their dictionaries or glossary. When
they finish theyll complete the last square from the
chart.

- unwilling:
- moody:
- throes:
-clouded:
- to tighten:
- noose:
- thread:
- loss:
-adversely:
-to assault:
- lethargy:
- to get going:
- to knock off:
- prone:
- to evolve:
- to take stock:
- stubbornly:

distintos contextos
medios, cdigos y

2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.

* List of vocabulary

*Check-list
35

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* Teacher will write the next sentences on the
board and students will write the correct verb in the
blanks according to the reading.

1.-Depression__________considerable
psychological work.
2.- The individual __________ to __________
failure, loneliness, or a continued feeling of
inadequacy or inferiority for the rest of his life.
3.- The depressing episode ___________ adversely
the persons image of him/herself.
4.- He ___________ to ______________ himself
negatively.
5.- Those who ____________ from depression
___________ of a physical sensation of heaviness,
lethargy

* Check the next sentences in the reading and write
the correct adverbs.

1.- A ___________ successful businessman
___________ becomes apathetic and unwilling to
go to work.
2.- A 16-year-old sits at home, tired and
____________ lost, unable to find the energy to
___________ call a friend.
3.- Depression is a _____________ complex
mixture of feelings, attitudes and ideas.
4.- Depression can ___________ knock a person
off his feet.
5.- Thoughts such as, I am worthless, No one can
___________understand how I feel.

distintos contextos
medios, cdigos y
reflexiva.
sinttica.
diversos.
1.- Identifica, ordena e
interpreta las ideas,
datos y conceptos
en un texto,
considerando el
recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de sus
conocimientos previos y
nuevos.
base en el uso normativo
de la lengua,
considerando la
intencin y situacin
comunicativa.
10.- Identifica e
interpreta la idea general
y posible desarrollo de
un mensaje oral o
escrito en una segunda
conocimientos previos,
elementos no verbales y
contexto cultural.
* Sentences completion

* Check-list
36

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*After-reading: 50/Trios/Triptych

* Warm-up: Students will try to pass one
white sheet through all their bodies.
1.- Descriptive text of function: Its a
description of the purpose or a function of
a whole or from every one of its parts. At
the same time it includes a physical and/
or a process description.
2.- Physical description:The simplest
way to present a physical description is
through an image or a drawing with
indications about the different parts or
components of a whole.
3.- Description of a process:This kind of
description clarifies the phases and/or the
inter-relationships of a sequence; the
description also can be made through
diagrams.

After they finish all the activities theyll
make a triptych using the information
from the article or another investigation
they make to complete it. Give them a
photocopy from the book Constructivismo
pg. 113 how to do it.

datos y conceptos
en un texto,
considerando el
recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.
4.- Produce textos
con base en el uso
normativo de la
la intencin y
situacin
comunicativa.
10.- Identifica e
interpreta la idea
general y posible
desarrollo de un
en una segunda
conocimientos
verbales y contexto
cultural.
* Triptych

* Rubric
37

Q) RECURSOS
Saln de clases Book constructivism,
white sheets, scissors.

R) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

38


5

E) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

F) INTENCIONES FORMATIVAS
At the end of the lesson students will be able to recognize, analyze and distinguish a persuasive text based on its characteristics and make one.
Tema integrador:
(1)

Family



Categoras: (2)
Persuasive text

39

Stay-at-Home Dads
Campo social

Investigar, identificar, extraer ideas principales del texto




recibe.

40

S) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
hour
Make the activity of Brain Gym
of the 8. First, with the left hand then,
with the right hand and finally both.
Remember to follow with the eyes the
movements.
* Pre-reading: 15/Individually
1.- Quickly write down five words that
relate to the word mother. Do the same
for the word father. Compare your word
lists. How are they similar or different?
2.- When you were a child, who looked
after, or took care of, you? How often
did you spend time with your father?
What sort of things did you do together?
3.- How is being a father today different
from fatherhood twenty or thirty years
ago?

distintos contextos
medios, cdigos y
reflexiva.
sinttica.

6.- Argumenta un
punto de vista en
pblico de manera
creativa.

* Questionnaire

* Check-list
41

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
While-reading:
/Reading/20/individually

*Vocabulary:
- reluctant:
- part-time job:
- messy:
- to grant:
- paperwork:
- to sue:
- sole:
- breadwinner:
- to rear:
- welfare:
- nurturer:
- adjusted:

Students will read the text and answer
page 19 from the book.

* Check-list
42

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*After-reading: 50/Trios/Energizer
Energizer: The brain gym
alphabet. Complete. L, B. or R
After reading discuss the
following questions.
1.- Do you think that men face any sort of
social discrimination? Give an example.
2.- In your country, do you think that men
participate equally in child rearing?
Explain your answers.
3.- In some countries, stay-at-home dads
are becoming more common. What do
you think of this? Is this trend happening
in your country?

*Persuasive text:
This kind of texts try to make you
believe something or to convince you
about something through reasoning or
argument.

Project: Individually/1 hour/

Write a composition describing
your father and about any unforgettable
experience with him. Something you
dont forget. Paste a picture of him.

vida saludables.
de
distintos contextos
medios, cdigos y
reflexiva.
*Evala argumentos y
y falacias.
sinttica.
diversos.
datos y conceptos
en un texto,
considerando el
recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.
4.- Produce textos
con base en el uso
normativo de la
la intencin y
situacin
comunicativa.
10.- Identifica e
interpreta la idea
general y posible
desarrollo de un
en una segunda
conocimientos
verbales y contexto
cultural.
* Discussion/questions
* Composition

* Rubric
* Self-assessment
* Co-evaluation
43

T) RECURSOS
Saln de clases white sheets, markers of
different color, diurex,
movie The Mona Lisa
Smile

U) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

44


6

F) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

G) INTENCIONES FORMATIVAS
At the end of the lesson students will be able to recognize, analyze and distinguish a speculative text based on its characteristics and make one.
Tema integrador:
(1)

Values



Categoras: (2)
Espacio (x) Energa (x) Diversidad (x) Tiempo (x) Materia (x).
Speculative text

45

To lie or not to lie
Campo social

Investigar, identificar, extraer ideas generales del texto,




recibe.

46

V) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
hour

Brain Gym:

1.- Gun and fist
2.- Nose and ear
3.- The little worm
4.- Arm forward and the other one
backwards, etc.

* Pre-reading: 15/Pairs

1.- How many lies have you told today?
2.- When do you tell a lie?
3.- Do you usually tell lies?
4.- Is there any classification for lies?

4. Escucha, interpreta y
emite mensajes pertinentes
en distintos contextos
medios, cdigos y
*Identifica las ideas clave en
un texto o discurso oral e
infiere conclusiones a partir
de ellas.
inters y relevancia
general, considerando otros
puntos de vista de manera
crtica y reflexiva.
*Evala argumentos y
opiniones e identifica
prejuicios y falacias.
*Estructura ideas y
argumentos de manera clara,
coherente y sinttica.

6.- Argumenta un
punto de vista en
pblico de manera
creativa.

* Questionnaire

* Check-list
47

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*While-reading:
50/Trios/Individually

Vocabulary:

- to realize:

- commonplace:

- to fudge on:

1.- Is it good lying even if it is a
white lie?
2.- What do you think about lying?
3.- Is it difficult or easy for you to
tell a lie?

vida saludables.
* Cultiva relaciones
interpersonales que contribuyen
a su desarrollo humano y el de
quienes lo rodean.
distintos contextos mediante la
utilizacin de medios, cdigos
y herramientas apropiados.
reflexiva.
sinttica.
diversos.
interpreta las ideas, datos y
conceptos explcitos e
implcitos en un texto,
considerando el contexto en
el que se gener y en el que
se recibe.
2.- Evala un texto
mediante la comparacin
de su contenido con el de
nuevos.
4.- Produce textos con base
en el uso normativo de la
lengua, considerando la
intencin y situacin
comunicativa.
6.- Argumenta un punto de
vista en pblico de manera
creativa.
10.- Identifica e interpreta
la idea general y posible
desarrollo de un mensaje
oral o escrito en una
segunda lengua,
recurriendo a
contexto cultural.
*Questionnaire

* Rubric
48

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*After-reading: 1 hour/Groups of five
people.
*Speculative text: These kinds of texts
generally present a hypothesis and a set of
facts to support it using exemplification.
They are characterized by the use of
auxiliary modals like: may, might, could,
should, and must.
Activity: Give one situation to
every team so they have different. Then,
theyll present them before the whole
group.

1.- Invent a lie for your English to explain
why you havent done any homework
during this course.
2.- Pantomime the most meaningful event
in your life. The others will describe the
situation.
3.- Invent an honest song about one of
your classmates and sing it to him/her.
The song should express positive feelings
about this person but dont exaggerate.
4.- Play Truth or Lie. You need to make
three statements but only one is true. The
others will guess which is true.
5.- The females in your group will
propose to the males, explaining why they
are good candidates! But they can not lie.

vida saludables.
quienes lo rodean.
distintos contextos mediante
la utilizacin de medios,
cdigos y herramientas
apropiados.
reflexiva.
*Evala argumentos y
y falacias.
sinttica.
diversos.
6.- Argumenta un
punto de vista en
pblico de manera
creativa.

* Concept of
speculative text
* Role-play
*Guas de observacin
* Evaluacin individual y en
equipo
* Auto-evaluacin y co-
evaluacin
* Rbrica
* Lista de cotejo
49

W) RECURSOS
Saln de clases music, tape recorder, Internet, books, dictionary,
X) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

50


7

G) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

H) INTENCIONES FORMATIVAS
At the end of the unit students will know and be able to apply the different Reading Comprehension Strategies to analyze and understand an English text.
At the end of the lesson students will be able to use the technique of prediction based on the observation of the titles, subtitles, images, author, publication,
format, kind of text to make the analysis and understanding of a reading.
Tema integrador:
(1)

Addictions



Categoras: (2)
Prediction

51

Addicted to chocolate
Campo social y econmico
Aplicar tcnica de lectura (predecir), analizar, observar, clasificar, evaluar,




recibe.

52

Y) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Competencia(s) Producto(s)
de
Aprendizaje
Evaluacin
Genrica(s) y
sus atributos
Disciplinar(es)
Warm-up: Teams of 3 students/ 20/
Students will taste the different kind of chocolate they bought and evaluate
which one is better and why taking into account the information of the chart
below.
Brand Flavor Sweetness Covering
(envoltura)
Nutrition
facts
Size Price

Observations
Milky
Way

Then, theyll discuss the following questions with a partner. Ask
students to observe the text and its titles.

1.- What might happen if you eat too much chocolate? List three
things.
2.- What is an addiction? Name three things that people become addicted to.
3.- Look at the title of the reading. What do you think the reading is about?
4.- Which of the following words do you think will be in the reading
passage? Why?
Chemical valuable popular risk stimulate
damaging
5.- Where was the text published? Why?
6.- What kind of text is it?

1 Excellent
2 Very Good
3 Good
4 Regular
3. Elige y practica
estilos de vida
saludables.
interpersonales que
contribuyen a su
desarrollo humano y el
de quienes lo rodean.
4. Escucha, interpreta
y emite mensajes
pertinentes en distintos
contextos mediante la
utilizacin de medios,
apropiados.
*Identifica las ideas
clave en un texto o
discurso oral e infiere
conclusiones a partir de
ellas.
6.- Sustenta una
postura personal sobre
temas de inters y
relevancia general,
considerando otros
puntos de vista de
manera crtica y
reflexiva.
*Evala argumentos y
*Estructura ideas y
argumentos de manera
clara, coherente y
sinttica.
8. Participa y colabora
de manera efectiva en
equipos diversos.
*Aporta puntos de vista
con apertura y considera
los de otras personas de
manera reflexiva.
datos y conceptos
explcitos e
implcitos en un
texto, considerando
el contexto en el que
se gener y en el que
se recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.
4.- Produce textos
con base en el uso
normativo de la
la intencin y
situacin
comunicativa.
6.- Argumenta un
punto de vista en
pblico de manera
creativa.
10.- Identifica e
interpreta la idea
general y posible
desarrollo de un
mensaje oral o
escrito en una
segunda lengua,
recurriendo a
conocimientos
previos, elementos
no verbales y
contexto cultural.

* Chart
* Questions
* Check-list

53

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* While-reading: /25/Individually
Students will read the text to
confirm or reject their hypotheses, but
theyll investigate the following words:
- damaging:
- tooth decay:
- to release:
- distinctive:
- theobromine:
- spots:
- phenolics:
5 people/20

1.- When students finish looking for the
words, theyll make a short song with
some of the words they can combine
English and Spanish.
2.- Then, students will read the text to
confirm or reject their hypotheses.
Theyll comment it in trios. Finally
theyll make a conclusion about if
chocolate is good or bad.
Write on the board:
*Prediction strategy:

It is a useful technique that helps you to
understand a text by anticipating the
possible content of it making your own
hypotheses before reading and after it
you will confirm them or reject them.

3. Elige y practica estilos de vida
saludables.
* Cultiva relaciones interpersonales
que contribuyen a su desarrollo
humano y el de quienes lo rodean.
mensajes pertinentes en distintos
contextos mediante la utilizacin
de medios, cdigos y herramientas
apropiados.
6.- Sustenta una postura personal
sobre temas de inters y relevancia
puntos de vista de manera crtica y
reflexiva.
*Evala argumentos y opiniones e
identifica prejuicios y falacias.
*Estructura ideas y argumentos de
manera clara, coherente y sinttica.
8. Participa y colabora de manera
efectiva en equipos diversos.
*Aporta puntos de vista con apertura
y considera los de otras personas de
manera reflexiva.
se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.


* Check-list
54

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*After-reading: 5 people//30

1.- Survey your classmates from
school. Find out which kinds of
chocolate bars most people in your
school eat and present the results
using graphs.

2.- Imagine you work for a chocolate
company. Think of a new kind of
chocolate bar for your company.
Think of a new kind of chocolate bar
for your company to sell. List any
extra ingredients it will have.

3. Elige y practica estilos de vida
saludables.
* Cultiva relaciones interpersonales
que contribuyen a su desarrollo
humano y el de quienes lo rodean.
apropiados.
sobre temas de inters y
relevancia general, considerando
otros puntos de vista de manera
crtica y reflexiva.
considerando el contexto
en el que se gener y en el
que se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.

* Survey
* Product

* Rubric
55

Z) RECURSOS
Saln de clases Chocolate, music students like Internet, books, dictionary,
AA) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

56


8

H) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

I) INTENCIONES FORMATIVAS
At the end of the lesson students will be able to use the technique of skimming to identify the main ideas from a text to understand it.

Tema integrador:
(1)

The future



Categoras: (2)
Skimming (General idea)

57

Numerology-Using numbers to predict the future
Campo social y cientfico
Identificar ideas principales, analizar, observar, clasificar, evaluar, argumentar,




recibe.

58

BB) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*Warm-up:
Individually/15/Energizer/1 hour
Students will find the numbers
from 1 to 72 in 7 minute.
*Pre-reading: 50/Discussion/ Trios
1.- Do you think its possible to predict
the future?
2.- Why do you think people want to
know what will happen in the future? Do
you want to know? Why?
3.- Mention some techniques people use
to know the future.
4.- What do you think numerology is?
Vocabulary:
- peaceful:
- affectionate:
- reserved:
- stubborn:

inters y relevancia
crtica y reflexiva.
*Evala argumentos y
*Estructura ideas y
diversos.
apertura y considera los de
otras personas de manera
reflexiva.

6.- Argumenta un
punto de vista en
pblico de manera
creativa.

* Questionnaire

* Check-list
59

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*While-reading: /50/* Warm-up:
Teams of 5 students/ 10-15/
The farm (dogs, cats, chickens,
pigs, cows, horses, etc.)
Narrate the story and students
will make the sound when they hear their
animal sound and when they listen to
farm all of them will make their sound:

My uncle Tom had a farm, In that farm
there were pigs, many pigs, horses many
horses, cats, many cats, dogs many dogs,
cows, many cows and more pigs, horses,
cats and cows. My uncle Tom also had
chickens, cats and a cow called Florinda.
Florinda had a friend called Tiburcio. It
was a sheep. I said a sheep. The sheep
was friend of the chickens. Cats,too.
They played all the time on the farm.
The farm was beautiful. And the most
important is that all the animals
chickens, cats, were very good friends.

diversos.
reflexiva.

60

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
Students will read the text
and answer the questions
from the book and check the
main ideas from every
paragraph.

Skimming: It is a technique
that helps you to get the
main or principal ideas from
a text. Take into account
that not everything in a text
has the same importance.
Some parts will exemplify
the principal ideas, others
will give support, introduce,
extend or restrict them.
The secondary ideas make
clear and give form to the
text.

emite mensajes
apropiados.
*Identifica las ideas clave
en un texto o discurso oral e
de ellas.
inters y relevancia
general, considerando
otros puntos de vista de
manera crtica y reflexiva.
*Evala argumentos y
*Estructura ideas y
clara, coherente y sinttica.
manera efectiva en
equipos diversos.
reflexiva.
1.- Identifica, ordena e interpreta
las ideas, datos y conceptos
explcitos e implcitos en un texto,
considerando el contexto en el que
se gener y en el que se recibe.
2.- Evala un texto mediante la
comparacin de su contenido con
el de otros, en funcin de sus
conocimientos previos y nuevos.
4.- Produce textos con base en el
uso normativo de la lengua,
considerando la intencin y
situacin comunicativa.
6.- Argumenta un punto de vista en
pblico de manera precisa,
10.- Identifica e interpreta la idea
general y posible desarrollo de un
mensaje oral o escrito en una
segunda lengua, recurriendo a
conocimientos previos, elementos
no verbales y contexto cultural.

* Rubric
61

Cierre
Actividades
Competencia(s) Producto(s) de Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*After-reading: 50/
Individually

Follow-up: Students
will add their
birthdate to know
their number. And
the teacher will read
them the results
about it using the
book. Finally theyll
make a radio
programme telling
the future of some
participants.

apropiados.
infiere conclusiones a partir de
ellas.
reflexiva.
*Evala argumentos y
sinttica.
diversos.
reflexiva.
se recibe.
2.- Evala un texto
mediante la comparacin de
su contenido con el de
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua, recurriendo
a conocimientos previos,
contexto cultural.

* Radio programme

* Check-list
62

CC) RECURSOS
Saln de clases Sheet of numbers from 1 to
72, book in Spanish about
Numerology, visuals of
animals, classical music for
reading or sound of nature.

DD) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

63


9

I) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

J) INTENCIONES FORMATIVAS
At the end of the lesson students will be able to use the technique of scanning to look for specific information in a text to understand it.
Tema integrador:
(1)

Family



Categoras: (2)
Scanning (specific information)

64

Family Feuds
Campo social
Buscar informacin especifica, analizar, observar, clasificar, evaluar, argumentar,




recibe.

65

EE) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* Warm-up: 10/Pairs or Trios
Comment in trios how your
relative relationships are, if you go out
together, what a family nowadays is like.
*Pre-reading: 40/Vocabulary
Students will investigate the
meaning of the words.
- feuds:
- to strike:
- whilst:
- to get on:
- childhood:
- rows:
- to rush around:
- to moan:
- telly:
- to wander:

inters y relevancia
crtica y reflexiva.
*Evala argumentos y
*Estructura ideas y

6.- Argumenta un
punto de vista en
pblico de manera
creativa.


* Check-list
66

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* While-reading: /20/Trios
You are going to read an article
about family mealtimes. For questions 1-
13, choose from the people (A-E). The
people may be chosen more than once.
When more than one answer is required,
these may be given in any order. There is
an example at the beginning. (0).

A.- The writer B.- Gerry C.-
Andrew D.- James E.- Ben

Which of the people A-E

vida saludables.
quienes lo rodean.
distintos contextos mediante la
utilizacin de medios, cdigos
y herramientas apropiados.
reflexiva.
sinttica.
diversos.
se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
segunda lengua,
recurriendo a
contexto cultural.

Comprensin activity
(reading) text

Rubric
67

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
sees the positive side of arguments at the meal table? 0
is influenced by past experiences? 1
doesnt let his children watch television at mealtimes? 2
doesnt mind what his children talk about? 3
says his family argues at mealtimes? 4 5
doesnt see as much of his children as he used to? 6
rarely eats with his children? 7
says his family eat all together only on certain days? 8 9
sees family meals preparation for eating in other situations? 10
organizes his working day to be with his family for meals? 11
has children who complain about what they have to eat? 12 13

Scanning: It is a technique that helps you to look for
specific information in a text.

3. Elige y practica estilos
de vida saludables.
interpersonales que
contribuyen a su desarrollo
humano y el de quienes lo
rodean.
emite mensajes
apropiados.
*Identifica las ideas clave
en un texto o discurso oral
e infiere conclusiones a
partir de ellas.
inters y relevancia
manera crtica y
reflexiva.
*Evala argumentos y
*Estructura ideas y
clara, coherente y sinttica.
manera efectiva en
equipos diversos.
*Aporta puntos de vista
con apertura y considera
los de otras personas de
manera reflexiva.
datos y conceptos
explcitos e
implcitos en un
texto, considerando el
recibe.
2.- Evala un texto
mediante la
comparacin de su
contenido con el de
otros, en funcin de
sus conocimientos
previos y nuevos.
4.- Produce textos
con base en el uso
normativo de la
la intencin y
situacin
comunicativa.
10.- Identifica e
interpreta la idea
general y posible
desarrollo de un
en una segunda
conocimientos
verbales y contexto
cultural.

* Reading
comprehension activity

Check-list
68

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*After-reading: 50/Trios

Reacting to the text.

1.- How often do you eat with all your
family?
2.- Do you have the television on when
you eat?
3.- Are mealtimes in your country
becoming more like those described in the
last paragraph?
4.- Which way of eating do you prefer?
Why?

vida saludables.
quienes lo rodean.
apropiados.
reflexiva.
*Evala argumentos y
y falacias.
sinttica.
diversos.
que se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
segunda lengua,
recurriendo a
contexto cultural.

Check-list
69

FF) RECURSOS
Saln de clases workbook Internet, books, dictionary,
GG) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

70


10

J) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

K) INTENCIONES FORMATIVAS
At the end of the lesson students will be able to infer information from a text.
Tema integrador:
(1)

Identity and the
body



Categoras: (2)
Inferring

71

Tattoos and other Taboos

Campo social
inferir, analizar, observar, clasificar, evaluar, argumentar,




10.Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de
creencias, valores, ideas y prcticas sociales.
* Reconoce que la diversidad tiene lugar en un espacio democrtico de igualdad de dignidad y derechos de todas las personas, y rechaza toda forma de
discriminacin.
recibe.

72

HH) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*Pre-reading: 50/Trios

1- What do you think about
people who use tattoos or
piercing?
2- Why do you think they use
them?
3- What are the advantages and
disadvantages of them?
4- Tattoos and piercing are well
seen by society?
5- Would you use a tattoo? If
so, what would it be?

Vocabulary:

- timeless:
- commitment:

apropiados.

se recibe.

* Questions

Check-list
73

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* While-reading: 50/Trios

Students will read the text and
analyze it.

1.- Which of the above arguments in
favor of body mutilation might convince
you to get a tattoo or practice some form
of piercing?

- What do you infer from the reading?
- What does the author infer?

apropiados.
reflexiva.
manera reflexiva.
10.Mantiene una actitud
respetuosa hacia la
interculturalidad y la diversidad
de
creencias, valores, ideas y
prcticas sociales.
* Reconoce que la diversidad tiene
lugar en un espacio democrtico de
igualdad de dignidad y derechos de
todas las personas, y rechaza toda
forma de discriminacin.
se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
segunda lengua,
recurriendo a
contexto cultural.

Questions
*Check-list
74

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*After-reading:
50/individually or teams

Inferring: This technique will
help you to reach an opinion
based on available information or
evidence: to arrive at a
conclusion.

Students will investigate about
the advantages and disadvantages of
tattoos and piercing to achieve at a
conclusion if they would get or not a
tattoo or piercing and explaining the
reason of their decision and supporting
their arguments. Written activity.

inters y relevancia
*Evala argumentos y
*Estructura ideas y
diversos.
reflexiva.

6.- Argumenta un
punto de vista en
pblico de manera
creativa.

* Meaning of the
Inferring technique
* Advantages and
disadvantages of tatoos

*Guas de observacin
* Evaluacin individual y en
equipo
* Auto-evaluacin y co-
evaluacin
* Rbrica
* Lista de cotejo
75

II) RECURSOS
Saln de clases workbook Internet, books, dictionary,
JJ) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

76


11

K) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

L) INTENCIONES FORMATIVAS
At the end of the lesson students will be able to imply information from a text.
Tema integrador:
(1)

Creativity Otras asignaturas, mdulos o submdulos que trabajan el


Categoras: (2)
Implying

77

The creative spirit

Campo social, tecnolgico
implicar, analizar, observar, clasificar, evaluar, argumentar,




recibe.

78

KK) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
Warm-up: 10/Trios

- What is creativity?
- Do you think you are creative?
- Are children more creative than adults?
- What encourages creativity or
discourages creativity?
- Are you born with creativity or you can
develop it?

*Pre-reading: 50/Trios

1.- What is your favorite TV commercial
past or present?
2.- In what way does this commercial
reflect the values of the time period it
corresponds to?
3.- How have commercials changed in
the past ten years?
4.- What values do you think todays
commercials are trying to communicate?
Vocabulary:
- to take into account:
- footage:
- sitcom:
- unlike:
- to miss:

medios, cdigos y
de ellas.
inters y relevancia
crtica y reflexiva.
*Evala argumentos y
*Estructura ideas y
diversos.
reflexiva.

se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.
* Questions

Check-list
79

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* While-reading: 20/Pairs

analyze what the author implies. In trios.

medios, cdigos y
de ellas.
inters y relevancia
crtica y reflexiva.
*Evala argumentos y
*Estructura ideas y
diversos.
reflexiva.

se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.

Check-list
Rubric
80

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
*After-reading: 50/ Trios

Implying: This technique will
help you to get what the author
suggests indirectly rather than
stating it directly.

Students using all their material
will make a visual advertisement
promoting a social or cultural value for
the Mexican people.

medios, cdigos y
de ellas.
inters y relevancia
*Evala argumentos y
*Estructura ideas y
diversos.
reflexiva.

que se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.

* Advertisement

Rubric
81

LL) RECURSOS
Saln de clases cardboard, big plastic
bags or whatever
material they want to use,
paintings, crayons, color
pencils, cutting outs,
glue, china and crepe
paper, workbook
MM) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

82


12

L) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

M) INTENCIONES FORMATIVAS
At the end of the lesson students will be able to transcode information from a text.
Tema integrador:
(1)

Family



Categoras: (2)
Transcodification

83

Whose finger is on the button in your house?

Campo social, tecnolgico
Representar informacin, analizar, observar, clasificar, evaluar, argumentar,





recibe.

84

NN) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* Warm-up: 10/Trios
Brain gym: The sheet with
letters in signs.
Look at the title and the picture
below and guess what the article is
about.
Read the article through once,
quickly, to see if you guessed correctly.
*Pre-reading: 20/Pairs
- battle of wills:
- unaware:
- subtle:
- tussle:
- stubborn:
- to show off:
- assertiveness:
- C-Box:

apropiados.
reflexiva.
manera reflexiva.

se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.

Check-list
85

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)

Who decides which TV programmes
you and your family watch?
Read the questions to find out what kind of
information is needed. Then read the article again
to find the parts which contain this information and
choose the correct answers.

1.- The arguments people have about what to watch
on TV are:
a.- part of a larger conflict
b.- insignificant disagreements
c.- related to peoples ages
d.- a sign of very bad family relationships.
2.- According to Dr Davis Lewis, the most
important family decisions are taken by:
a.- the husband
b.- the wife
c.- the husband and wife together
d.- the whole family
3.- The article claims that in personal relationships,
most women are interested in:
a.- controlling other people s feelings.
b.- controlling other peoples actions.
c.- complete control over other people
d.- complete equality with men.
4.- What does research mentioned in the article
show about family viewing?
a.- Women usually decide what the family watches
b.- Men usually decide what the family watches.
c.- Children usually decide what the family watches
d.- The whole family usually decides what to
watch.

apropiados.
reflexiva.
manera reflexiva.

se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.

Rubric
86

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
5.- What does Dr Lewis say about children in
family relationships?
a.- They are insensitive to their parents needs.
b.- They find it difficult to communicate their
feelings.
c.- They are capable of getting exactly what they
want.
d.- They are unaware of power relationships in
families.
6.- What did the experiment with the C-Box prove?
a.- People find it difficult top decide what to watch
on TV.
b.- People change TV programmes very frequently.
c.- Children find most TV programmes very
boring.
d.- Children change programmes to assert their
authority.

2.- Reading between lines:
1.- What does the article imply about the lifestyle
of these families?
2.- Do you think that the women in the families in
the C-Box experiment were really the least
influential people in their families?

apropiados.
reflexiva.
manera reflexiva.

se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.

* Exercise
Rubric
87

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* After-reading: 20/ Trios

Do you think that television has
an influence on the way you behave or
think?

Students will make a survey in
the school about how many hours people
spend watching TV and who has the
control at their home. Try to organize
them by grades. Theyll present the
information in graphs.

apropiados.
sobre temas de inters y
relevancia general, considerando
otros puntos de vista de manera
crtica y reflexiva.

que se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.
* Survey

Rubric
88

OO) RECURSOS
Saln de clases The codeword brain gym Internet, books, dictionary,
PP) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

89


13

M) IDENTIFICACIN (1)
Institucin: DGETI
Asignatura/
Mdulo ___
Submdulo:___
English V
TA
TIA
TCN
Periodo de
aplicacin:
Agosto2013-
Enero 2014
Fecha:
8 de Agosto
de 2013

N) INTENCIONES FORMATIVAS
At the end of the lesson students will be able to summarize information from a text.
Tema integrador:
(1)

Family



Categoras: (2)
Summarizing

90

Cloning

Campo tecnolgico y cientfico
resumir, analizar, observar, clasificar, evaluar, argumentar,


Trabajo individual, trabajo colaborativo, respeto, responsabilidad, libertad, honestidad, solidari dad


recibe.

91

QQ) ACTIVIDADES DE APRENDIZAJE (1)
Apertura
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* Warm-up: 10/Total
Students will make two circles,
one inside the other. Theyll remember
their partners and rotate in the opposite
way. When the teacher stops the music
theyll look for their partners and get on
their knees.
*Pre-reading: 20/Pairs
Vocabulary:
- Hunger:
- rhesus:
- to reverberate:
- upset:
- to mess with:
- scarcity:
- to thaw:

medios, cdigos y
de ellas.
inters y relevancia
crtica y reflexiva.
*Evala argumentos y
*Estructura ideas y
diversos.
reflexiva.

se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.

Check-list
92

Desarrollo
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)

watch the video.

medios, cdigos y
de ellas.
inters y relevancia
crtica y reflexiva.
*Evala argumentos y
*Estructura ideas y
diversos.
reflexiva.

se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.

Check-list
Rubric
93

Cierre
Actividades
Aprendizaje
Evaluacin
Genrica(s) y sus
atributos
Disciplinar(es)
* After-reading: 20/ Trios

Theyll take notes and then
theyll underline the main points from the
text and the video. Theyll make a
summary.

Summarizing: This technique
will help you to make a brief
statement of the main points of
something.

medios, cdigos y
de ellas.
inters y relevancia
*Evala argumentos y
*Estructura ideas y
diversos.
reflexiva.

que se recibe.
2.- Evala un texto
nuevos.
intencin y situacin
comunicativa.
creativa.
segunda lengua,
recurriendo a
contexto cultural.
* Summary

*Rubric
94

RR) RECURSOS
Saln de clases Video of cloning, music,
audiovisual,

SS) VALIDACIN
Elabora:

Profesor(es):
Recibe:

Avala:

95

BIBLIOGRAPHY

Preparation for the First Certificate Book: FCE.

Intermediate course.

Advanced course.

Proficiency course.

Lengua Adicional al Espaol. Ingls II. Lenguaje y comunicacin. Coleccin DGETI.

Los nmeros secretos del amor. Aparecida Liberato con Beto Junqueyra. Editorial Grijalbo.

Oxford Monolingual Dictionary.

Active Ingls 5. Neil J. Anderson. Edicin especial.

How to raise a street smart child. Documentary by Daniel J. Travanti (1987)

Movie The Mona Lisa Smile.

Google: How to raise a street smart child.

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