SecuenciasInglésV

7/31/2019 SecuenciasInglésV

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Contenidos Procedimentales: (2)

Contenidos actitudinales: (2)

Contenidos en Competencias Profesionales: (3)

Competencias Genericas y Atributos: (2)

Competencias Disciplinares: (1)

1 aplicable para los tres componentes básicos, propedéuticos y profesional.2 aplicable para los componentes básico y propedéutico.3 aplicable para el componente profesional.

C) ACTIVIDADES DE APRENDIZAJEApertura

Actividad Competencia genérica y/o

atributo

Competencia disciplinar Producto de aprendizaje Evaluación

Ask different students toidentify as many of thelocations as they can andshare what they know abouteach one. Use the informationbelow to fill in any missingbackground information.

Many of thepyramids (Egypt)

were built as tombsfor kings, orpharaohs. The mostfamous are found atGiza, near the city of Cairo.

Macchu Picchu(Peru) was built in1460 by the Incarulers. It wasforgotten forcenturies, but

rediscovered in 1911

Se expresa y se comunica Comprende la noción y laspropiedades del texto



by an Americanhistorian.

Ayers Rock (Australia) is a largesandstone formationthat is known asUluru by the local

people, thePitjantjatjara and is aconsidered sacred bythem.

The Taj Mahal(India) was built byEmperor Shah Jahanin memory of hisfavorite wife,Mumtaz Mahal.

The Eiffel Tower

(France) was built in1889 and is thetallest structure inParis.

Niagara Falls (USA)is located on theborder between theU.S. and Canada andis a valuable sourceof electric energy aswell as a touristattraction.

Mount Fuji (Japan) isthe highest mountainin Japan and isconsidered sacred bymany Japanese.

Rio de Janeiro(Brazil) is thesecond-largest city inBrazil and is knownfor its beautifulscenery and lovely

beaches.



DesarrolloActividad Competencia genérica y/o

atributoCompetencia disciplinar Producto de aprendizaje Evaluación

Lesson A

A Vocabulary presentationcontributes to students’

understanding of new words.Tourism: adventure travel,

desk clerk, ecotourism,

guided tour, hotel manager,

resort, sightseeing, vacation

package.

A Pre-reading activityprovides students with an

opportunity to activatebackground knowledge anddevelop understanding of thetext they will read as well aspractice skimming andscanning. Invite several different students to guess what the reading will be about.

An authentic-like Readingextends the theme of the unit

and promotes theinternalization of languageinput as well as providingtopic-based contentinformation. Reading: “Vacation Packageor Independent Travel?”

Comprehension questionshelp consolidateunderstanding of the reading

text.

Se expresa y se comunica

Trabaja en forma colaborativa

Piensa crítica yreflexivamente

Aprende de forma autónoma

1. Reconoce que la lectura esel resultado de una

interacción entreel texto y el lector y aplica lasestrategias necesarias deacuerdo con el propósito deltexto y del lector.

2. Experimenta lacomunicación literaria nosolo como una experienciaestética personal, sino comoun tipo específico de

comunicación entre distintassociedades y, por tanto, comoun hecho cultural compartido.

3. Desarrolla estrategias parala comprensión, análisis einterpretación de textosperiodísticos, históricos,científicos, políticos,publicitarios y filosóficos.

4. Utiliza procedimientos y

estrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.

5. Desarrolla estrategias para

hacerse comprender en lengua



Circle the best ending foreach sentence.

The Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger reading

strategies in students.Skills work: Finding advantages and disadvantages.

The Speaking activityprovides students with anopportunity to practice andpersonalize the language inthe unit. It is usually guidedso students can develop their

speaking competency at theirown pace.Speaking activity: Plan aweekend tour of places of cultural interest for a visitor.

The Language Worksections with their languagemodels and contextualizedpresentations of languageprovide students withimmediate comprehension of

language form and use. Theyscaffold knowledge and check understanding of not onlyhow to manipulate the form, but also to check the students’know how to use it in thecorrect situation. Lesson A: Connectors. Lesson B: Gerunds

The Writing activity is

usually based on the content

extranjera,en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.

6. Conoce aspectoselementales sobre el origen,desarrollo y riquezade una lengua extranjera.



of the lesson and serves as aconsolidating production task or can be used by the teacherfor ongoing-assessment. Lesson A: Complete the paragraph about travelingwith phrases from the box

Lesson B: Complete the narrative about a vacation problem with the gerund of averb from the box.

The Skill Builder boxprovides additionalinformation on specific skillswhich will broaden students’

knowledge and help thembecome better readers.

Parts of speech.

Lesson B

Lesson B provides additionalVocabulary, Reading, Skillswork, and Language work activities based on the topicof the unit which practiceslanguage and skills andprovides furtherconsolidation.

A new Vocabulary

presentation expandsstudents’ knowledge of the

language of the topic.On vacation: destination,

exchange rate, excursion,

lobby, room service, souvenir,

tour guide, youth hostel.

The Speaking activity

provides students with an



opportunity to buildbackground knowledge of thetopic and develops theirspeaking competency at theirown pace.Speaking activity: List some problems you might have

when you travel to a different country for the first time. Discuss what youwould do to solve each problem.

An authentic-like Reading

extends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalization

of the grammar andvocabulary. Reading: “Traveler‟s tales from Mexico”

A Listening text provideslanguage input as well astopic-based contentinformation. Listeningpractice develops globalunderstanding as well astraining in listening for details

and real-life study and work skills. Listen to two friends talking about their vacation

A new Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger readingstrategies in students.Skills work: Identifying opinions.



The In Mexico activity raisesstudent awareness for culturalcontrasts and similarities. How can we make life easier for foreign travelers in Mexico? Think of five ways

to help visitors from other countries.

CierreActividad Competencia genérica y/o


The Real-life Reading task isan activity which aims tobuild reading skills whichwill be of use as studentsexplore their individualinterests.Complete an online formusing the given information.

The Learning Log providesan opportunity for self evaluation as students reflecton how well they feel theycan perform with thelanguage points from the unit.

I Can: Read an informative

text (advantages and disadvantages).

Read and write a narrative.

Use connectors.

Use vocabulary related to tourism.

Use vocabulary related to tourist

guides.





1. Comprende la intención yel propósito comunicativo delos diversos tipos dediscursos.

2. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,

propiedad y creatividad.



The Closing Task providesan opportunity for on-goingassessment and closure asstudents are referred back tothe unit opener to participatein a guided discussion using

the language they haveacquired throughout the unit. Look at the pictures on pages 2 and 3. Take turns talking about how tourism will change in your town/city/region in the next few years.

The Word Building sectionaims to build awareness of how words are formed andhow they are used.Suffixes: -or -ist -ician for

jobs.

The My Dictionary task helps students develop theirstudy skills as they create thisself-study tool to review unitvocabulary.Write the words in English. Look for them in the unit:

albergue juvenil, centrovacacional, destino,

ecoturismo, excursión,

gerente de hotel, guía de

turismo, lo que es más, no

obstante, paquete de

vacaciones, por otro lado,

recepcionista, recuerdos,

servicio de habitaciones, tal

como, tipo de cambio,

turismo.



D) RECURSOSEquipo Material Fuentes de información

Reproductor de CD Libro de TextoCuadernoDiccionario Bilingüe

Sequences – English for BachilleratoTecnológico Level 5. Autores: Waring et al.Editorial Heinle Cengage Learning.

E) ValidacionElabora: Recibe: Avala:



B) INTENCIONES FORMATIVAS

Propósito de la secuencia didáctica.

Funciones del lenguaje: Discutir planes, listar y ordenar informaciónNociones gramaticales: Even if, whether; verbos con to + infinitivo o gerundioEstrategias de lectura: Comprender palabras positivas; comparar y contrastarVocabulario: Edificios y partes de edificios; tipos de cineTema integradorEl ser Humano

Otras asignaturas, módulos o submódulos que trabajan el tema integrador.Asignaturas, módulos y/o submódulos con los que se relaciona:

Categorías:

Espacio ( ) Energía ( ) Diversidad ( ) Tiempo ( ) Materia ( )

Explicar por qué se eligieron esa(s) categoría(s)

Contenidos Facticos (2)

Conceptos Fundamentales:

Avance de la humanidad Conceptos Subsidiarios:

Campo social / “Herencia Cultural”

2Aplicable para los tres componentes: básico, propedéutico y profesional.

SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR

INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA2 A) IDENTIFICACIÓN

Institucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo I/ Unidad 2.

SemestreV

Carrera Periodo de aplicación/horas Fecha











atributo


Focus on the large picture of the piñata. Elicit what studentsknow about its history and use.(A brief history of this familiarobject can be found athttp://en.wikipedia.org/wiki/Piñata. You may wish to reviewthe key information shown onthis website and questionstudents to see how much of itthey are familiar with.)

Ask different students toidentify the locations anditems shown in the otherpictures and describe theactivities taking place in eachof the photographs.

Discuss the three questions inthe student book. Accept allreasonable answers.

Here are some additional

questions to use if you wish to




extend the discussion: When was the last time you

saw one of these?

What type of celebrations do

you associate them with?



Lesson A


understanding of new words. Buildings and parts of buildings: headquarters,

skyscraper, foundations,

landmark, shrine, resort, site,tower

A Listening text provideslanguage input as well astopic-based contentinformation. Listeningpractice develops globalunderstanding as well astraining in listening for detailsand real-life study and work skills.

Listen and circle the words related to buildings.

A Pre-reading activityprovides students with anopportunity to activatebackground knowledge anddevelop understanding of thetext they will read as well aspractice skimming andscanning.

Look at the title of the





1. Reconoce que la lectura esel resultado de unainteracción entreel texto y el lector y aplica lasestrategias necesarias deacuerdo con el propósito deltexto y del lector.

2. Experimenta lacomunicación literaria nosolo como una experienciaestética personal, sino comoun tipo específico decomunicación entre distintassociedades y, por tanto, comoun hecho cultural compartido.

3. Desarrolla estrategias parala comprensión, análisis einterpretación de textos

periodísticos, históricos,científicos, políticos,publicitarios y filosóficos.

4. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criterios

objetivos de corrección,



advertisement on page 17. Predict what you think the advertisement will be about.


extends the theme of the unitand promotes the

internalization of languageinput as well as providingtopic-based contentinformation. Reading: “Explore Mexico‟sexciting cultural heritage!”

Comprehension questionshelp consolidateunderstanding of the readingtext. Match the phrases to make sentences about the tour.

The Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger readingstrategies in students.Skills work: Understanding positive words in advertising.

The Speaking activity

provides students with anopportunity to practice andpersonalize the language inthe unit. It is usually guidedso students can develop theirspeaking competency at theirown pace.Speaking activity: Plan aweekend tour of places of cultural interest for a visitor.

The Language Work

coherencia,propiedad y creatividad.

5. Desarrolla estrategias parahacerse comprender en lenguaextranjera,en situaciones comunicativas

cotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.




sections with their languagemodels and contextualizedpresentations of languageprovide students withimmediate comprehension of language form and use. Theyscaffold knowledge and check

understanding of not onlyhow to manipulate the form, but also to check the students’

know how to use it in thecorrect situation. Lesson A: Words for

conditions: If, if not, even if,unless, whether or not, if only. Lesson B: Verbs withinfinitive to + verb or

gerund -ing

The Writing activity isusually based on the contentof the lesson and serves as aconsolidating production task or can be used by the teacherfor ongoing-assessment. Lesson A: Complete the paragraph about Mexican food with words from the box.

Lesson B: Complete the report about movies with the correct form of verbs from the box.


knowledge and help thembecome better readers.Words with more than one



meaning.

Lesson B

Lesson B provides additionalVocabulary, Reading, Skillswork, and Language work

activities based on the topicof the unit which practiceslanguage and skills andprovides furtherconsolidation.

A new Vocabulary


language of the topic. Movies: cast, director, plot,

producer, scene, score,

screenplay, star.

The Speaking activityprovides students with anopportunity to buildbackground knowledge of thetopic and develops theirspeaking competency at theirown pace.Speaking activity: Make alist of four popular Mexican

movie stars. Decide who is the most international and/orinfluential. Rank them from1 to 4.


extends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalizationof the grammar andvocabulary.



Reading: “New Mexican

cinema”

A new Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger reading

strategies in students.Skills work: Compare and contrast.

The In Mexico activity raisesstudent awareness for culturalcontrasts and similarities. How often do people watch movies in Mexico? Do you prefer watching movies at home, or at the movie theater?



The Real-life Reading task isan activity which aims tobuild reading skills whichwill be of use as studentsexplore their individualinterests. Read the table of contents

and answer the questions.


I Can:

Read an informative










text (advertisement)

Read a comparative text (biography)

Use words for talking about conditions

Use vocabulary

related to buildings and parts of buildings

Use vocabulary related to movies

The Closing Task providesan opportunity for on-goingassessment and closure asstudents are referred back tothe unit opener to participate

in a guided discussion usingthe language they haveacquired throughout the unit. Look at the pictures on pages14 and 15. Take turns talking about how you think Mexican culture will changein the next decade.

The Word Building sectionaims to build awareness of

how words are formed andhow they are used.Suffixes: -ular -ive -ing

The My Dictionary task helps students develop theirstudy skills as they create thisself-study tool to review unitvocabulary.Write the words in English. Look for them in the unit:

argumento, trama, aroma,



capilla, centro vacacional,

cimientos, cineaste, dormer

una noche, elenco,

encantador, guión,

impresionante, oficinal

centrales, productor, punto

de referencia, rascacielos,

sitio, telenovela, temamusical, torre, visión.








Propósito de la secuencia didáctica.Funciones del lenguaje: Ventajas y desventajas; dar opinionesNociones gramaticales: Relative clauses; verbos con to o su forma infinitiva

Estrategias de lectura: Palabras de referencia; usar sinónimosVocabulario: Globalización; comida en el mundoTema integradorEl ser Humano


Categorías:






Campo social / “México y el Mundo”

3 Aplicable para los tres componentes: básico, propedéutico y profesional.


INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA3 A) IDENTIFICACIÓN

Institucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo I/ Unidad 3.

SemestreV












atributo


Focus on the large picture of the handshake. Ask studentswhat they think the picturerepresents. Accept allreasonable answers and leadthem to understand that it isan image that suggests the

possibility of world-widecooperation or world peace. Ask different students to take

turns describing one pictureeach. When they finishdescribing it, ask them toexplain what it has to do withworld-wide connectedness.Here are some possibleexplanations:

The currenciespicture reminds usthat each country hasits own economic

system that is in




some waysindependent of everyone else’s.

The computer pictureshows that peoplearound the world arecommunicating with

each other like neverbefore.

The exchange ratesremind us that theeconomies of eachcountry are linked toall the othereconomies in theworld.

The burger pictureshows that somefoods are nowpopular in everycountry of the world.

The Olympicspicture shows oneway in which peopleare working to buildinternational trustand friendship.

The factoryillustrates that peopleall over the world are

buying thingsmanufactured inother countries.

The supermarketscene reminds us of all the foods that areimported andexported.

The white collarworkers refer to thefact that more andmore countries are



develop understanding of thetext they will read as well aspractice skimming andscanning. Look at the title of the article on page 29. Predict what you think the article will be

about.


extends the theme of the unitand promotes theinternalization of languageinput as well as providingtopic-based contentinformation. Reading: “Globalization: Isit good for Mexico?”

Comprehension questionshelp consolidateunderstanding of the readingtext.Circle the phrase that is NOT true to complete the statements about the reading.

The Skills Work sectionprovides input and practice of a specific skill which will

help build stronger readingstrategies in students.Skills work: Referencewords.

The Speaking activityprovides students with anopportunity to practice andpersonalize the language inthe unit. It is usually guidedso students can develop theirspeaking competency at their

tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.


hacerse comprender en lenguaextranjera,en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.




own pace.Speaking activity: Make alist of advantages and disadvantages of globalization from the article. Compare with your partner, and decide if you

agree or disagree with thewriter‟s idea.

The Language Work

sections with their languagemodels and contextualizedpresentations of languageprovide students withimmediate comprehension of language form and use. Theyscaffold knowledge and check understanding of not only

how to manipulate the form, but also to check the students’

know how to use it in thecorrect situation. Lesson A: Relative clauses: which, that, who, where. Lesson B: Verbs with the toinfinitive or the base form

of the verb

The Writing activity is

usually based on the contentof the lesson and serves as aconsolidating production task or can be used by the teacherfor ongoing-assessment. Lesson A: Complete the paragraph about globalization from phrases from the box. Lesson B: Complete theletter about a restaurant with the correct form of the verbs



from the box.


knowledge and help them

become better readers.Using the example sentencesin a dictionary.

Lesson B

Lesson B provides additionalVocabulary, Reading, Skillswork, and Language work activities based on the topicof the unit which practiceslanguage and skills and

provides furtherconsolidation.

A new Vocabulary

presentation expandsstudents’ knowledge of thelanguage of the topic.Global dining: atmosphere,

appetite, cosmopolitan,

cuisine, delicious, dish,

exclusive, recipe.

The Speaking activityprovides students with anopportunity to buildbackground knowledge of thetopic and develops theirspeaking competency at theirown pace.Speaking activity: Discuss the four most important things about choosing a restaurant. Rank them from



one (most important) to four(least important).

An authentic-like Readingextends the theme of the unit,provides another opportunityto practice reading skills, and

promotes the internalizationof the grammar andvocabulary. Reading: “No place likehome?”

A new Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger readingstrategies in students.Skills work: Using synonyms

to avoid repetition.

The In Mexico activity raisesstudent awareness for culturalcontrasts and similarities. How often do people in Mexico eat food from other countries? Is it authentic?


atributo


The Real-life Reading task isan activity which aims tobuild reading skills whichwill be of use as studentsexplore their individualinterests. Read the complaint letter and then answer thequestion.






2. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,




I Can: Read and

informative text

Read a descriptive text

Use reference words for building cohesion

Use words for talking about globalization

Use words for talking about restaurants

The Closing Task providesan opportunity for on-goingassessment and closure asstudents are referred back tothe unit opener to participatein a guided discussion usingthe language they have

acquired throughout the unit. Look at the image on pages 26 and 27. Take turns asking how you think globalizationwill change Mexico in the next five years.

The Word Building sectionaims to build awareness of how words are formed and

how they are used.




Prefixes: mono- bi- multi-

The My Dictionary task helps students develop theirstudy skills as they create thisself-study tool to review unit

vocabulary.Write the words in English. Look for them in the unit: apetito, atmósfera, barreras

comerciales, cocina, colega,

comercio justo, cosmopolita,

decepcionante, delicioso,

división entre ricos / pobres,

trabajar con compañías

externas, libre comercio,

multinacionales, pendientes,

plato, proteccionismo, receta,

servicio, ubicación, valiente.








Propósito de la secuencia didáctica.Funciones del lenguaje: Comparar respuestas; imaginar; hacer hipótesis

Nociones gramaticales: Expresiones de tiempo; reported speech Estrategias de lectura: Identificar secuencias de tiempo; topic sentences Vocabulario: Dinero; métodos de pago; finanzasTema integradorEl ser Humano


Categorías:






Campo económico / “ La historia del dinero”



INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA4

A) IDENTIFICACIÓN

Institucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo II/ Unidad 4.

SemestreV












atributo


Ask different students toidentify the objects. See howmany of them they canidentify. Then go through thepictures one by one with theclass, discussing each one andwhy those particular itemsmight have been chosen as aformof money. (Gold dust would

be rare and difficult to find.Something like cloth or anarrowhead had value becauseit took time and energy tomanufacture it.)

The main photo is of Cowrie shells whichwere used as moneyin several parts of theworld hundreds of

years ago.




Chocolate and cacaoseeds were used bythe Aztecs as avaluable asset.

Dried fish were usedin Iceland up to the15

thcentury as

money. Gold dust or precious

metals were used ascurrency by manycultures around theworld.

Woven wool orcotton cloth was usedfor trade as well.

Beads were used byAfricans for trading.

Arrowheads were

used by ancientEuropean culturesand some AmericanIndians as currency.

Cows and other farmanimals were used byEuropeans and in theAmericas for trade aswell.

Whale teeth wereused by coastal

cultures for trade.

After that, have a studentanswer the first twoquestions. When discussingthe third question, givestudents a few minutes to dosome math. For example,$20,000 a year X 40 years =$800,000.





Lesson A

A Vocabulary presentation

contributes to students’understanding of new words. Money: to exchange, to trade,

a salary, income, banknotes,

a wage, a value, a coin.

The Speaking activityprovides students with anopportunity to practice andpersonalize the language inthe unit. It is usually guidedso students can develop their

speaking competency at theirown pace.Speaking activity: Discuss the advantages and disadvantages of several ways of paying for things.

A Pre-reading activityprovides students with anopportunity to activatebackground knowledge and

develop understanding of thetext they will read as well aspractice skimming andscanning. Look at the title of the article on page 41. Predict what you think the article will be about.


extends the theme of the unitand promotes the





1. Reconoce que la lectura esel resultado de unainteracción entre

el texto y el lector y aplica lasestrategias necesarias deacuerdo con el propósito deltexto y del lector.

2. Experimenta lacomunicación literaria nosolo como una experienciaestética personal, sino comoun tipo específico decomunicación entre distintassociedades y, por tanto, como

un hecho cultural compartido.


4. Utiliza procedimientos yestrategias de la

comunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.

5. Desarrolla estrategias parahacerse comprender en lenguaextranjera,



internalization of languageinput as well as providingtopic-based contentinformation. Reading: “Where did moneycome from?”

Comprehension questionshelp consolidateunderstanding of the readingtext. Answer the questions about the reading.

The Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger readingstrategies in students.

Skills work: Identifying time sequence.

The Language Work

sections with their languagemodels and contextualizedpresentations of languageprovide students withimmediate comprehension of language form and use. Theyscaffold knowledge and check

understanding of not onlyhow to manipulate the form, but also to check the students’

know how to use it in thecorrect situation. Lesson A: Time expressions: For, ago, within, during, in, by. Lesson B: Reported speech

The Writing activity isusually based on the content

en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.

6. Conoce aspectos

elementales sobre el origen,desarrollo y riquezade una lengua extranjera.



of the lesson and serves as aconsolidating production task or can be used by the teacherfor ongoing-assessment. Lesson A: Complete the paragraph with words from the box.

Lesson B: Complete the paragraph with the correct form of the verbs in the box.


knowledge and help thembecome better readers.Vocabulary learning strategies.

Lesson B


A new Vocabulary

presentation expandsstudents’ knowledge of thelanguage of the topic. Finance: expenses, budget,

spend, cash, afford, cost,

lottery, loan.

A Listening text provides



lottery. List some of the things you would do with the money. Decide the best way to spend the money.

The In Mexico activity raisesstudent awareness for cultural

contrasts and similarities.Some people like to save for the future. How about in Mexico?



The Real-life Reading task isan activity which aims tobuild reading skills which

will be of use as studentsexplore their individualinterests. Read Anita‟s information and complete the online application form from the Buffalo Language Institute.

The Learning Log providesan opportunity for self

evaluation as students reflecton how well they feel theycan perform with thelanguage points from the unit.

I Can:

Identify a time sequence in a narrative text

Read and fill in an online form

Use various time





1. Comprende la intención yel propósito comunicativo de

los diversos tipos dediscursos.

2. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criteriosobjetivos de corrección,




expressions

Write reported speech

Use vocabulary related to money and finance

The Closing Task providesan opportunity for on-goingassessment and closure asstudents are referred back tothe unit opener to participatein a guided discussion usingthe language they haveacquired throughout the unit. Look at the pictures on pages 38 and 39. Discuss which forms of money would be the

easiest to carry, the mostvaluable, the most long-lasting, and the hardest to trade with. Explain why.

The Word Building sectionaims to build awareness of how words are formed andhow they are used.Suffixes: -ic -ally

The My Dictionary task helps students develop theirstudy skills as they create thisself-study tool to review unitvocabulary.Write the words in English. Look for them in the unit: acuerdo para residir con una

familia, ahorrar, billete,

comercio, costo, darse el lujo,

durante, en efectivo, gastar,




Propósito de la secuencia didáctica.Funciones del lenguage: Declarar preferencias; relatar ideas a personas

Nociones gramaticales: Preposiciones + verbos; verbos + preguntas wh- Estrategias de lectura: Ideas principales Vs. Ideas secundarias; encabezados Vocabulario: Anuncios; alfabetización mediáticaTema integradorEl ser Humano


Categorías:






Campo económico / “Compras y publicidad”




A) IDENTIFICACIÓN


SemestreV











Actividad Competencia genérica y/oatributo


Ask students to taketurns choosing one of the images on theopening spread andtelling what theyknow about it andhow they feel aboutit. Encourage morethan one student tocomment on each

picture and invitediffering opinions.For example, onestudent might viewthe sports car as adesirable object,while another mightsee it as an insult tothe environment.

Have volunteers tellwhich of these

products they use




themselves and givespecific brand namesor types of productsthey like.

Then have studentsguess at the cost of each item on the

opening spread. Ask them to tell wherethey might buy someof the items and if there are storeswhere they can getthings like thesemore cheaply than ina regular departmentstore.

Then go over the

three questions in theopening task. Forquestion three, elicitas many types of advertising aspossible. Thesemight includemagazine andnewspaper ads,billboards, TV andradio ads and Internet

advertising.





Lesson A


contributes to students’understanding of new words. Advertising: brand,

consumer, advertisement,

spontaneously, advertise,

purchase, product, on sale.

The Speaking activityprovides students with anopportunity to practice andpersonalize the language inthe unit. It is usually guided

so students can develop theirspeaking competency at theirown pace.Speaking activity: Discuss the questions with your partner. Agree on threeexamples for each question.

A Pre-reading activityprovides students with anopportunity to activate

background knowledge anddevelop understanding of thetext they will read as well aspractice skimming andscanning. Look at the title of the article on page 53. Predict what you think the article will be about.


extends the theme of the unit







2. Experimenta lacomunicación literaria nosolo como una experienciaestética personal, sino comoun tipo específico decomunicación entre distintassociedades y, por tanto, como

un hecho cultural compartido.







and promotes theinternalization of languageinput as well as providingtopic-based contentinformation. Reading: “I couldn‟t helpmyself”

Comprehension questionshelp consolidateunderstanding of the readingtext. Read the statements. Write T for True, F for False or DK for Don‟t Know.

The Skills Work sectionprovides input and practice of a specific skill which will

help build stronger readingstrategies in students.Skills work: Identifying main and supporting ideas.

The Language Worksections with their languagemodels and contextualizedpresentations of languageprovide students withimmediate comprehension of language form and use. Theyscaffold knowledge and check understanding of not onlyhow to manipulate the form,but also to check the students’know how to use it in thecorrect situation. Lesson A: Prepositions +verb expressions . Lesson B: Verbs with wh- questions

en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.

6. Conoce aspectos




The Writing activity isusually based on the contentof the lesson and serves as aconsolidating production task or can be used by the teacherfor ongoing-assessment. Lesson A: Complete the sentences using the correctverb from the box.

Lesson B: Think about one of the products on pages 50 and 51 and make an advertisement for it in English. You need to decide the selling points, a slogan, and what kind of image youwant the advertisement to show. Then show it to other

members of your class.


knowledge and help thembecome better readers.Organizing vocabulary.

Lesson B




A new Vocabulary


language of the topic. Media: to broadcast,

sponsor, slogan, print media,

bi biased, mass media, media

literacy, ad (ads).


and real-life study and work skills. Match the question halves.The listen and circle whichquestions were mentioned in the conversation.


extends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalizationof the grammar andvocabulary. Reading: “Hiddenmessages”




strategies in students.Skills work: Deciding the topic of a text from headings.

The In Mexico activity raisesstudent awareness for culturalcontrasts and similarities.What kinds of advertisements are popularin Mexico? What kind of advertisement would notwork well in Mexico?



The Real-life Reading task isan activity which aims tobuild reading skills whichwill be of use as studentsexplore their individualinterests. Read a Résumé.

The Learning Log providesan opportunity for self

evaluation as students reflecton how well they feel theycan perform with thelanguage points from the unit.

I Can:

Read informative

texts (articles)

Identify main and

supporting ideas

Use prepositions +

verb expressions






2. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propias

como ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.



Use wh- question

words with certainverbs

Use words for

talking about

advertisement and

media literacy

The Closing Task providesan opportunity for on-goingassessment and closure asstudents are referred back tothe unit opener to participatein a guided discussion usingthe language they haveacquired throughout the unit. Look at the pictures again on pages 50 and 51. Guess the

brands. Decide why some brands become more popular than others.

The Word Building sectionaims to build awareness of how words are formed andhow they are used.Suffixes: -ize -ise

The My Dictionary task helps students develop theirstudy skills as they create thisself-study tool to review unitvocabulary.Write the words in English. Look for them in the unit: alfabetización mediática,

anunciar, comprar algo,

consumidor, emocional,

engañar a alguien, eslogan,



espontáneamente, ser parcial,

estereotipo, género, marca,,

medios de comunicación de

masas, medios de

comunicación impresos,

patrocinador, poderse dar el

lujo de (comprar) algo,

producto, promover una idea,

publicidad, transmitir algo.








Propósito de la secuencia didáctica.Funciones del lenguaje: Intercambiar opiniones; especular

Nociones gramaticales: Although, despite, in spite of; verbo + preposición + -ingEstrategias de lectura: Adivinar significados; comprender inferenciasVocabulario: Vivir austeramente; lenguaje especifico de géneroTema integradorEl ser Humano


Categorías:






Campo económico / “ Hombres y Mujeres en el Trabajo”

6

Aplicable para los tres componentes: básico, propedéutico y profesional.



A) IDENTIFICACIÓN


SemestreV













For each picture inthe opening spreadask different studentsto identify thesituation, describethe role the person isplaying in the pictureand comment onwhether men orwomen usually do

this job. For example, for the

first picture a studentmight say, There’s a

little girl in a

hospital bed. Her parents are with her.

A female doctor is

examining the little

girl. Today a lot of

children’s doctors

are women.




Then discuss thesecond and thirdOpening Task questions in relationto all the pictures.Invite differentstudents to answerthe questions aboutwhich jobs theywould enjoy and notenjoy. Ask them togive reasons for theirchoices.

Finally, talk aboutwhy men choosesome jobs andwomen others. Whileavoiding sexiststereotypes, guide

students tounderstand thattraditionally, jobsinvolving machinery(such as constructionwork and factorywork) and jobsrequiring physicalstrength (likefirefighting) were notopen to women.

Similarly, jobs thatinvolved workingwith small children(like teachingkindergarten) werenot open to men.Point out that thesedivisions arechanging, but thatyears of habits havemade it difficult forsome people to



accept the new rolesmen and women aretaking in theworkplace.



Lesson A

A Vocabulary presentationcontributes to students’understanding of new words. Living on the cheap:

discounted, expensive,

economical, priceless,

charity, bargain, for free,

household bills.

The Speaking activityprovides students with anopportunity to practice andpersonalize the language inthe unit. It is usually guidedso students can develop theirspeaking competency at theirown pace.Speaking activity: Circle the

best answer to describe your partner. Then ask and answer questions to find outif you were right. Explain your guesses.

A Pre-reading activityprovides students with anopportunity to activatebackground knowledge anddevelop understanding of thetext they will read as well as






2. Experimenta la

comunicación literaria nosolo como una experienciaestética personal, sino comoun tipo específico decomunicación entre distintassociedades y, por tanto, comoun hecho cultural compartido.

3. Desarrolla estrategias parala comprensión, análisis einterpretación de textos

periodísticos, históricos,científicos, políticos,publicitarios y filosóficos.




practice skimming andscanning. Look at the title of the text on page 65. Predict what you think the text will be about.


extends the theme of the unitand promotes theinternalization of languageinput as well as providingtopic-based contentinformation. Reading: “Paul Harding‟s blog August 27 th . Living on$2 a day ”

Comprehension questionshelp consolidate

understanding of the readingtext.Correct the errors in the summary of the article.

The Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger readingstrategies in students.Skills work: Contrastingideas.

The Language Work

sections with their languagemodels and contextualizedpresentations of languageprovide students withimmediate comprehension of language form and use. Theyscaffold knowledge and check understanding of not onlyhow to manipulate the form,


5. Desarrolla estrategias parahacerse comprender en lenguaextranjera,en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.




but also to check the students’

know how to use it in thecorrect situation. Lesson A: Although, despite,in spite of. Lesson B: Verb +

preposition + -ing

The Writing activity isusually based on the contentof the lesson and serves as aconsolidating production task or can be used by the teacherfor ongoing-assessment. Lesson A: Complete theletter with the correct contrasting words from above. Lesson B: Complete the

sentences using the correctverb and preposition from above.


knowledge and help thembecome better readers.Guessing the meaning of unknown words.

Lesson B





A new Vocabulary

presentation expandsstudents’ knowledge of the language of the topic.Gender specific words:

attendant, humankind, sales

clerk, flight attendant,

chairperson, workforce,

firefighter, police officer.

A Listening text provideslanguage input as well astopic-based contentinformation. Listening

practice develops globalunderstanding as well astraining in listening for detailsand real-life study and work skills. Listen to Rita and Daniela.Write T for True or F for False.


extends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalizationof the grammar andvocabulary. Reading: “The „GlassCeiling‟ – Fact or Fiction?”

A new Skills Work sectionprovides input and practice of a specific skill which will



help build stronger readingstrategies in students.Skills work: Understanding stated and inferred statements.

The Speaking activityprovides students with anopportunity to buildbackground knowledge of thetopic and develops theirspeaking competency at theirown pace.Speaking activity: Discusswhether you agree or disagree with each statement. Explain why.

The In Mexico activity raisesstudent awareness for culturalcontrasts and similarities. How are men and women‟slives different and similar in Mexico?



The Real-life Reading task isan activity which aims tobuild reading skills whichwill be of use as studentsexplore their individualinterests. Read a newspaper ad and a cover letter.






2. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,




I Can:

Read persuasive texts

Understand inferences in texts

Use verb + preposition phrases

Be aware of gender- related language

Use words for talking about living cheaply

The Closing Task providesan opportunity for on-goingassessment and closure asstudents are referred back tothe unit opener to participatein a guided discussion usingthe language they haveacquired throughout the unit. Look at the pictures on pages

62 and 63. Which other jobs are typically done by men orwomen. Why?

The Word Building sectionaims to build awareness of how words are formed andhow they are used.Suffixes: -ful -less




The My Dictionary task helps students develop theirstudy skills as they create thisself-study tool to review unitvocabulary.Write the words in English. Look for them in the unit: a

pesar de, a su conveniencia,

aunque, auxiliar de vuelo,

bombero, carta de

introducción, centrado en la

familia, Director General,

cuentas del hogar, decidir no

hacer algo, decidir hacer

algo, discriminación,

escalera corporativa, gran

valor, humanidad, igualdad,

obtener algo gratis,

oportunidad, presidente (a)

(de un comité), una ganga.








Propósito de la secuencia didáctica.Funciones del lenguaje: Evaluar; hacer hipótesis, mencionar preferencias

Nociones gramaticales: In order to/ that; usos de theEstrategias de lectura: Ordenar ideas; identificar ejemplos y definicionesVocabulario: Agricultura; nutrientes en el cuerpoTema integradorEl ser Humano / El Medio Ambiente


Categorías:






Campo científico / “La Revolución Verde” Contenidos Procedimentales: (2)

7



INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA

7

A) IDENTIFICACIÓN

Institucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo III/ Unidad 7.

SemestreV












Ask students toidentify the plantsand animals andother objects in thepictures, giving boththe Spanish word andEnglish word foreach item.

Then go through thepictures a secondtime, having students

describe differenttypes of dishes thatcan be made fromeach item.

While discussingquestion 2, ask volunteers todescribe the varioussteps involved inraising or growingeach type of foodsource.




At the end, make alist of all the foodson the board. Thenelicit from studentsand write the nameof a city or state orlocality which isparticularly well-known for that typeof food.



Lesson A


contributes to students’understanding of new words. Agriculture: crops, gene,

fertilizers, nutrients, field,

pesticides, yield, agriculture.

A Listening text provideslanguage input as well astopic-based contentinformation. Listeningpractice develops globalunderstanding as well astraining in listening for detailsand real-life study and work skills. Listen to the lecture about Mexican foods and check your answers.













develop understanding of thetext they will read as well aspractice skimming andscanning. Look at the title of the article on page 77. Predict what you think the text will be about.

An authentic-like Readingextends the theme of the unitand promotes theinternalization of languageinput as well as providingtopic-based contentinformation. Reading: “Food for all ”

Comprehension questionshelp consolidate

understanding of the readingtext. Read the statements. Write T for True or F for False.

The Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger readingstrategies in students.Skills work: Sequencingideas.

The Speaking activityprovides students with anopportunity to practice andpersonalize the language inthe unit. It is usually guidedso students can develop theirspeaking competency at theirown pace.Speaking activity: Discuss the questions about the green



6. Conoce aspectos




revolution. Agree on answers.

The Language Worksections with their languagemodels and contextualizedpresentations of languageprovide students with

immediate comprehension of language form and use. Theyscaffold knowledge and check understanding of not onlyhow to manipulate the form, but also to check the students’

know how to use it in thecorrect situation. Lesson A: In order to, in order that, for + gerund and

to + verb.

Lesson B: Uses of the.

The Writing activity isusually based on the contentof the lesson and serves as aconsolidating production task or can be used by the teacherfor ongoing-assessment. Lesson A: Complete the paragraph with in order to ,in order that, for + gerund,and to (do).

Lesson B: Complete the paragraph with the or ø

The Skill Builder boxprovides additionalinformation on specific skillswhich will broaden students’knowledge and help thembecome better readers. Identifying word families.



Lesson B

Lesson B provides additionalVocabulary, Reading, Skillswork, and Language work activities based on the topic

of the unit which practiceslanguage and skills andprovides furtherconsolidation.

A new Vocabulary

presentation expandsstudents’ knowledge of thelanguage of the topic. Nutrients in the body:

minerals, carbohydrates,glucose, fatty foods, toxins,

oxygen, proteins, vitamins.

The Speaking activityprovides students with anopportunity to buildbackground knowledge of thetopic and develops theirspeaking competency at theirown pace.

Speaking activity: Discuss the questions about foods. Agree on answers.


extends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalizationof the grammar and



vocabulary. Reading: “Brain Food”


strategies in students.Skills work: Identifyingexamples and definitions.

The In Mexico activity raisesstudent awareness for culturalcontrasts and similarities. Do people in Mexico eat the right kinds of food?



The Real-life Reading task isan activity which aims tobuild reading skills whichwill be of use as studentsexplore their individualinterests. Read the menu. Write T forTrue or F for False.







2. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.



I Can:

Understand sequences ininformation texts

Find and giveexamples

Recognize the uses of the

Recognize and useexpressions for stating purposesUnderstand and usevocabulary related to agriculture, foods, and the brain.

The Closing Task providesan opportunity for on-goingassessment and closure as

students are referred back tothe unit opener to participatein a guided discussion usingthe language they haveacquired throughout the unit. Look at the pictures on pages74 and 75. Discuss thequestions.

The Word Building sectionaims to build awareness of how words are formed andhow they are used. Prefixes: un-, im-, in-

The My Dictionary task helps students develop theirstudy skills as they create thisself-study tool to review unitvocabulary.Write the words in English. Look for them in the unit: agricultura, bebida,



bioquímico, campo, cultivos,

genes, glucosa, masa, mental,

mineral, neurona, nutrientes,

oxígeno, para (que),

pesticidas, propina, proteína,

rendimiento, toxina, vitamina.








Propósito de la secuencia didáctica.Funciones del lenguaje: Predicciones; intercambiar ideas

Nociones gramaticales: Conectores para causa y efecto; adjetivo + to + verboEstrategias de lectura: Causas y efectos; secuencias en un diagramaVocabulario: Agua; procesos de manufacturaTema integradorEl ser Humano / El Medio Ambiente


Categorías:






Campo científico / “El Agua (H 2O)” Contenidos Procedimentales: (2)

8




A) IDENTIFICACIÓNInstitucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo III/ Unidad 8.

SemestreV












Ask differentstudents to describethe activity takingplace in each of thepictures. Have themcomment on whetheror not this is a gooduse of waterresources and givereasons for theiranswers.

When discussingquestion 2,brainstorm a list withthe whole class andkeep a running list onthe board. Try toelicit at least 15different responses.Then go over the listand ask students topoint out ways inwhich they might use


l d i



less water doingsome of theseactivities. Forexample:

Brushing my teeth. I

could turn off the

water until I finish

and then turn it on

again to rinse off thetoothbrush.

When discussingquestion 3,encourage students tothink outside the box.For example, havethem think aboutways that otherpeople in thestudent’s life use

water in order to dosomething for them.For example: My

mother washes my

clothes.



Lesson A

A Vocabulary presentationcontributes to students’understanding of new words.Water: moisture, atmosphere,

dam, glacier, evaporates,

flood, aquifer, irrigation.

A Listening text provideslanguage input as well astopic-based contentinformation. Listening






2. Experimenta lacomunicación literaria nosolo como una experienciaestética personal, sino comoun tipo específico de

ti d l l b l i ió t di ti t



practice develops globalunderstanding as well astraining in listening for detailsand real-life study and work skills. Listen to the lecture aboutusing water. Check your answers and discuss with a

partner.

A Pre-reading activityprovides students with anopportunity to activatebackground knowledge anddevelop understanding of thetext they will read as well aspractice skimming andscanning. Look at the title of the article

on page 89. Predict what you think the article will be about.


extends the theme of the unitand promotes theinternalization of languageinput as well as providingtopic-based contentinformation. Reading: “S ave water, save

our planet ”

Comprehension questionshelp consolidateunderstanding of the readingtext. Match the phrases to make sentences.

The Skills Work sectionprovides input and practice of


3. Desarrolla estrategias parala comprensión, análisis einterpretación de textosperiodísticos, históricos,

científicos, políticos,publicitarios y filosóficos.





ifi kill hi h ill



a specific skill which willhelp build stronger readingstrategies in students.Skills work: Noticing causes and effects

The In Mexico activity raisesstudent awareness for cultural

contrasts and similarities.What problems are therewith water resources in Mexico?

The Language Work

sections with their languagemodels and contextualizedpresentations of languageprovide students withimmediate comprehension of

language form and use. Theyscaffold knowledge and check understanding of not onlyhow to manipulate the form,but also to check the students’

know how to use it in thecorrect situation. Lesson A: Connectives for cause and effect Lesson B: Adjective + to +

infinitive.

The Writing activity isusually based on the contentof the lesson and serves as aconsolidating production task or can be used by the teacherfor ongoing-assessment. Lesson A: Complete the paragraph with the correct cause and effect phrases. Lesson B: Complete each sentence with one adjective

from the box



from the box.


knowledge and help them

become better readers.Use a dictionary to find word family members.

Lesson B

Lesson B provides additionalVocabulary, Reading, Skillswork, and Language work activities based on the topicof the unit which practices

language and skills andprovides furtherconsolidation.

A new Vocabulary


language of the topic. Manufacturing processes: plants, supply, filter,

treatment, pressure, vacuum,

steam, heating.

The Speaking activityprovides students with anopportunity to buildbackground knowledge of thetopic and develops theirspeaking competency at theirown pace.Speaking activity: Discuss the questions with a partner.



An authentic-like Readingextends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalizationof the grammar andvocabulary.

Reading: “Water for our future: A report on WestWater‟s desalination plants”

A new Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger readingstrategies in students.Skills work: Identifying a sequence in a chart.



The Real-life Reading task isan activity which aims tobuild reading skills whichwill be of use as studentsexplore their individualinterests.

Read the signs and answer the questions.









I Can:



I Can:

Understand cause and effect and informative texts

Identify cause and effect phrases

Sequence items

Understand adjective+ to + infinitiveexpressions

Understand vocabulary related towater and manufacturing processes

The Closing Task provides

an opportunity for on-goingassessment and closure asstudents are referred back tothe unit opener to participatein a guided discussion usingthe language they haveacquired throughout the unit. Look at the pictures on pages86 and 87. Discuss thequestions.

The Word Building sectionaims to build awareness of how words are formed andhow they are used. Prefixes: mis-, re-

The My Dictionary task helps students develop theirstudy skills as they create thisself-study tool to review unitvocabulary.

Write the words in English



Write the words in English. Look for them in the unit: abastecer, proveer,

atmósfera, causa, ciclo de

agua, conduce a, costa,

ecosistema, efecto, filtro,

glaciar, presión, renovable,

reserve, resulta en, riego,

subir, superficie, sustentable,tratamiento, vacío, vapor.








Propósito de la secuencia didáctica.Funciones del lenguaje: Dar opiniones; especular

Nociones gramaticales: Adjectivos o adverbios; have / get something doneEstrategias de lectura: Identificar ideas en pro y en contra; identificar niveles de veracidadVocabulario: Envejecimiento; el cuerpoTema integradorEl ser Humano


Categorías:






Campo científico / “La juventud eterna”




A) IDENTIFICACIÓNInstitucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo III/ Unidad 9.

SemestreV












atributo


Ask a student toexplain the meaningof the word eternal

(forever, undying,without end). Thenask if eternal youth isactually possible.

Call on a differentstudent to identify

and explain theobjects in each of thepictures. If anystudent in the classknows someone whouses one of thesedevices, invitehim/her to describewhat it is like for theperson. Ask studentsto be carefulthroughout this unit


to avoid violating



av v a ganyone’s privacy and

to avoid makinginsensitivecomments.

When discussingquestion 2, ask students to explain

any problems theycan foresee in usingany of these devices.

The third questionmay raiseuncomfortable issuesfor some students.Encourage those whoare comfortable withthe topic tocontribute to the

class discussion, butmake sure those whoare bothered by thequestion are not

made to feel embarrassedor upset.



Lesson A


understanding of new words.Getting old : aging, anti-

aging, extend, mutation,

elderly, longevity, mature,

senior.

A Listening text provideslanguage input as well as






2. Experimenta lacomunicación literaria nosolo como una experiencia

topic-based content estética personal, sino como



pinformation. Listeningpractice develops globalunderstanding as well astraining in listening for detailsand real-life study and work skills. Listen to who says each

statement about living forever. Write Jorge orSusan.

A Pre-reading activityprovides students with anopportunity to activatebackground knowledge anddevelop understanding of thetext they will read as well aspractice skimming andscanning. Look at the title of the article on page 101. Predict what you think the article will be about.


extends the theme of the unitand promotes theinternalization of languageinput as well as providingtopic-based content

information. Reading: “The keys toeternal life ”

Comprehension questionshelp consolidateunderstanding of the readingtext.Circle the sentence endingwhich is NOT true.

p ,un tipo específico decomunicación entre distintassociedades y, por tanto, comoun hecho cultural compartido.

3. Desarrolla estrategias parala comprensión, análisis e

interpretación de textosperiodísticos, históricos,científicos, políticos,publicitarios y filosóficos.


5. Desarrolla estrategias parahacerse comprender en lenguaextranjera,en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos no

lingüísticos.


The Skills Work section



provides input and practice of a specific skill which willhelp build stronger readingstrategies in students.Skills work: Identifying ideasfor or against

The Language Worksections with their languagemodels and contextualizedpresentations of languageprovide students withimmediate comprehension of language form and use. Theyscaffold knowledge and check understanding of not onlyhow to manipulate the form,but also to check the students’

know how to use it in thecorrect situation. Lesson A: Adjective or adverb Lesson B: Have / get something done

The Writing activity isusually based on the contentof the lesson and serves as aconsolidating production task or can be used by the teacher

for ongoing-assessment. Lesson A: Complete the paragraph with the adverb form of each of the words in the box. Lesson B: Complete the textusing a verb and a noun from each box.

The Skill Builder boxprovides additional

information on specific skills



which will broaden students’

knowledge and help thembecome better readers.Choosing words to guess.

Lesson B


A new Vocabulary


language of the topic.The body: lungs, mind,

muscle, stomach, chest,

throat, limbs, skeleton.

The Speaking activityprovides students with anopportunity to buildbackground knowledge of thetopic and develops theirspeaking competency at their

own pace.Speaking activity: Check the changes that you would make to your body if you could. Then discuss your selections. Give reasons.


extends the theme of the unit,provides another opportunityto practice reading skills, and

promotes the internalization



of the grammar andvocabulary. Reading: “Bodyimprovements”

A new Skills Work sectionprovides input and practice of

a specific skill which willhelp build stronger readingstrategies in students.Skills work: Identifyinglevels of truthfulness.

The In Mexico activity raisesstudent awareness for culturalcontrasts and similarities. In some countries and cultures it can be “polite” not to tell the truth sometimes when we know someone may be hurt by the truth. How about in Mexico?



The Real-life Reading task isan activity which aims tobuild reading skills which

will be of use as studentsexplore their individualinterests. Reading diagrams.

The Learning Log providesan opportunity for self evaluation as students reflecton how well they feel theycan perform with the





1. Comprende la intención yel propósito comunicativo delos diversos tipos de

discursos.

2. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,

language points from the unit. propiedad y creatividad.



I Can:

Read informational texts, charts, and advertisements

Identify points for or

against an issue Identify levels of

truthfulness in statements

Understand adverbs and adjectives and have something done statements

Use words related to aging and the human body

The Closing Task providesan opportunity for on-goingassessment and closure asstudents are referred back tothe unit opener to participatein a guided discussion usingthe language they haveacquired throughout the unit. Look at the pictures on pages 98 and 99. Discuss the

questions.

The Word Building sectionaims to build awareness of how words are formed andhow they are used. Prefixes: Over-, under-

The My Dictionary task



helps students develop theirstudy skills as they create thisself-study tool to review unitvocabulary.Write the words in English. Look for them in the unit: aparato, de la tercera edad,

derrotar, envejecimiento,esqueleto, estómago,

extender, figura, línea,

garganta, innovación,

instalar, longevidad, maduro,

mejorar, mente, muscular,

mutación, pegar, pro y

contra, pulmones.








Propósito de la secuencia didáctica.Funciones del lenguaje: Hacer listados; Hablar de cosas que me pertenecenNociones gramaticales: Adverbios para comentarios; pronombres reflexivosEstrategias de lectura: Inferencias usando prefijos; identificar tipos de evidenciaVocabulario: Alta tecnología; avances científicosTema integradorEl ser Humano


Categorías:






Campo tecnológico / “Alta Tecnología”




A) IDENTIFICACIÓNInstitucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo IV/ Unidad 10.

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atributo


Introduce the topic of technology and ask students to giveexamples of recentadvances in this area.If necessary, promptthem to think aboutnew computer andcell phone

applications and theways computers areused to diagnose andtreat disease (CATscans, MRIs, roboticsurgery, etc.).

Ask differentstudents to identifythe objects in thepictures andcomment on whatthey have to do with


technology. Forl



example: Elements table:

Particles of elementscan be combined innew ways to createstronger substanceswhich can be use in

new, usefulmaterials.

atoms cells (stem cells) DNA Microscope bacteria medicine (pills in

hand) Petri dish

When discussingquestion 2, call ondifferent students totell what kind of experiments they didin science class usingitems in the pictures.

Brainstorm a list of advantages of becoming a scientistwith the whole class.They may suggestideas such as: You

are the first to learnabout medical

advances that could

save your life. You get to use interesting

and expensive

equipment.

DesarrolloActi idad Competencia genérica /o Competencia disciplinar Prod cto de aprendi aje E al ación





Lesson A


understanding of new words. High Technology: science

fiction, digital,

nanotechnology, atom,

molecule, cell, robot,

program.

The Speaking activityprovides students with anopportunity to practice andpersonalize the language inthe unit. It is usually guidedso students can develop theirspeaking competency at theirown pace.Speaking activity: Discuss these questions with your partner.


develop understanding of thetext they will read as well aspractice skimming andscanning. Look at the title of the article on page 113. Predict what you think the article will be about.


extends the theme of the unit





1. Reconoce que la lectura esel resultado de unainteracción entreel texto y el lector y aplica las

estrategias necesarias deacuerdo con el propósito deltexto y del lector.



4. Utiliza procedimientos yestrategias de lacomunicación escrita y

reconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.


and promotes theinternalization of language

en situaciones comunicativascotidianas mediante



internalization of languageinput as well as providingtopic-based contentinformation. Reading: “The coming nano-world”

Comprehension questionshelp consolidateunderstanding of the readingtext.Write T for True or F for False for the statements.

The Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger readingstrategies in students.Skills work: Inferring the meaning of unknown wordsusing prefixes

The Language Worksections with their languagemodels and contextualizedpresentations of languageprovide students withimmediate comprehension of language form and use. They

scaffold knowledge and check understanding of not onlyhow to manipulate the form, but also to check the students’know how to use it in thecorrect situation. Lesson A: Comment adverbs Lesson B: Reflexive pronouns

cotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.

6. Conoce aspectoselementales sobre el origen,

desarrollo y riquezade una lengua extranjera.

The Writing activity isusually based on the content



usually based on the contentof the lesson and serves as aconsolidating production task or can be used by the teacherfor ongoing-assessment. Lesson A: Complete the paragraph with the adverbs

above. Lesson B: Complete the paragraph with the correct reflexive pronoun.


knowledge and help thembecome better readers. Identifying adverbs.

Lesson B

Lesson B provides additionalVocabulary, Reading, Skillswork, and Language work activities based on the topicof the unit which practiceslanguage and skills andprovides further

consolidation.

A new Vocabulary


language of the topic.Scientific breakthroughs:

organic, micro-organism,

bio-fuel, biotechnology,

researcher, hypothesis,

genetically modified, data

A Listening text provides




and real-life study and work skills.Circle the opinions you hear.Write Hector or Ana.


extends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalizationof the grammar andvocabulary. Reading: “Fueling arevolution”

A new Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger readingstrategies in students.Skills work: Identifying types of evidence.

The In Mexico activity raisesstudent awareness for culturalcontrasts and similarities.What technological advances are happening in Mexico?Which are the mostimportant?

CierreActividad Competencia genérica y/o Competencia disciplinar Producto de aprendizaje Evaluación





The Real-life Reading task isan activity which aims tobuild reading skills whichwill be of use as students

explore their individualinterests. Reading a wall-chart.


I Can:

Read scientific and informational texts

Infer meanings of unknown words

Identify types of evidence in a text

Understand and use comment adverbs and reflexive pronouns

Use words related to

science, technology, and scientific breakthroughs

The Closing Task providesan opportunity for on-goingassessment and closure asstudents are referred back tothe unit opener to participatein a guided discussion usingthe language they have







acquired throughout the unit.Look at the photos on pages



Look at the photos on pages110 and 111. Discuss someways that science can help your life.

The Word Building sectionaims to build awareness of

how words are formed andhow they are used. Root words for numbers

The My Dictionary task helps students develop theirstudy skills as they create thisself-study tool to review unitvocabulary.Write the words in English. Look for them in the unit: alterar, aparentemente,

átomo, bichos, bio-combustible, célula, ciencia

ficción, daño, deshacerse de,

estable, genéticamente

modificado, hipótesis,

laboratorio, molécula,

obviamente, orgánico,

propiedad, robot, tierra

adentro.

D) RECURSOS

Equipo Material Fuentes de informaciónReproductor de CD Libro de Texto

CuadernoDiccionario Bilingüe






Propósito de la secuencia didáctica.Funciones del lenguage: Identificar y exponer pros y contrasNociones gramaticales: except for/ apart from/ besides; enough, too

Estrategias de lectura: Inferir significado de frases; declaraciones generales o especificasVocabulario: Teléfonos; phrasal verbs; computadoras en líneaTema integradorEl ser Humano


Categorías:






Campo tecnológico / “Computadoras & Celulares”





SemestreV













atributo


First ask students tolook at the partialpicturesindependently andsee how many of them they canidentify without help.Next ask them toshare their ideas witha partner. Finally goover the images withthe whole class andidentify all the itemsshown.

Point to the objectsone by one and callon a student toexplain what it isused for.

Ask a student tomake a list on the


board as differentstudents in the class



say the names of allthe objects. Then doa quick survey to seewhich students haveeach of these items athome.

Call on individuals totell what theyconsider to be thesingle mostimportant piece of technology they own.Elicit reasons fortheir choices.

Refer back to the listof technologicalitems students havein their homes. Invitethem to give theiropinions about thepositive and negativeaspects of each item.



Lesson A


understanding of new words.On the phone: hang up,

switch on, get hold of, switch

off, dial, get through to, hold

on, engaged.

The Speaking activityprovides students with an






2. Experimenta lacomunicación literaria nosolo como una experiencia

opportunity to practice andpersonalize the language in

estética personal, sino comoun tipo específico de



the unit. It is usually guidedso students can develop theirspeaking competency at theirown pace.Speaking activity: Decidewhich of these are the pros

and which are the cons of having a cell phone.

A Pre-reading activityprovides students with anopportunity to activatebackground knowledge anddevelop understanding of thetext they will read as well aspractice skimming andscanning. Look at the title of the article

on page 125. Predict what you think the article will be about.

An authentic-like Readingextends the theme of the unitand promotes theinternalization of languageinput as well as providingtopic-based contentinformation.

Reading: “Is the cell phone anecessary evil”

Comprehension questionshelp consolidateunderstanding of the readingtext.Choose the best word or phrase to complete each sentence.


3. Desarrolla estrategias parala comprensión, análisis e

interpretación de textosperiodísticos, históricos,científicos, políticos,publicitarios y filosóficos.

4. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criterios

objetivos de corrección,coherencia,propiedad y creatividad.

5. Desarrolla estrategias parahacerse comprender en lenguaextranjera,en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos no

lingüísticos.


The Skills Work sectionprovides input and practice of



a specific skill which willhelp build stronger readingstrategies in students.Skills work: Inferring the meaning of phrases

The Language Worksections with their languagemodels and contextualizedpresentations of languageprovide students withimmediate comprehension of language form and use. Theyscaffold knowledge and check understanding of not onlyhow to manipulate the form, but also to check the students’

know how to use it in the

correct situation. Lesson A: Except (for), besides, apart from Lesson B: Enough, notenough, and too

The Writing activity isusually based on the contentof the lesson and serves as aconsolidating production task or can be used by the teacher

for ongoing-assessment. Lesson A: Complete the textwith the correct words from the box. Lesson B: Complete the paragraph using a verb and a noun from each box and enough or not enough .

The Skill Builder boxprovides additional

information on specific skillswhich will broaden students’



knowledge and help thembecome better readers. Identifying phrasal verbs.

Lesson B


A new Vocabulary


language of the topic.Online: spam, virtual, social

networking, Web browser,

download, upload, update,

mailbox.

A Listening text provideslanguage input as well astopic-based contentinformation. Listeningpractice develops global

understanding as well astraining in listening for detailsand real-life study and work skills. Listen and check the features the social networking siteblogosphere has.


extends the theme of the unit,provides another opportunity

to practice reading skills, andpromotes the internalizationf h d



of the grammar andvocabulary. Reading: “Unwiring my life”

A new Skills Work sectionprovides input and practice of

a specific skill which willhelp build stronger readingstrategies in students.Skills work: Identifying general or specific statements.

The In Mexico activity raisesstudent awareness for culturalcontrasts and similarities. How often do people in Mexico use the internet?

What do they use it for?



The Real-life Reading task isan activity which aims tobuild reading skills whichwill be of use as students

explore their individualinterests. Reading a tech manual.








I Can:

R d bl



Read blogs, manuals, and articles to find information

Identify general or specific statements

Infer the meaning of unknown phrases

Understand and useexpressions withenough, besides, and apart from

Understand and usewords for the phone and being online

The Closing Task providesan opportunity for on-goingassessment and closure asstudents are referred back tothe unit opener to participatein a guided discussion usingthe language they haveacquired throughout the unit. Look at the photos on pages122 and 123 and say which technologies you could livewithout and which ones you

couldn‟t live without. State your reasons.

The Word Building sectionaims to build awareness of how words are formed andhow they are used.Word roots: viv, vit, bio, and geo

The My Dictionary task h l t d t d l th i



helps students develop theirstudy skills as they create thisself-study tool to review unitvocabulary.Write the words in English. Look for them in the unit:

actualizar, apagar, aparte de,aplicación de software, buzón

de correo, característica,

colgar el teléfono,

comunicarse con alguien,

desconectar, dominar,

emergencia, esperar (en el

teléfono), marcar (un número

de teléfono), mundo virtual,

navegador de internet,

simplificar, spam, subir (a un

lugar de internet), suficiente.








Propósito de la secuencia didáctica.Funciones del lenguage: Declarar preferenciasNociones gramaticales: Frases compuestas; each, every, all

Estrategias de lectura: Frases compuestas de varias palabras; identificar niveles de certezaVocabulario: Robots; tecnología del futuroTema integradorEl ser Humano


Categorías:






Campo tecnológico / “Mundo robótico & Tecnología Futurista”





SemestreV












atributo


Ask differentstudents to identifyeach of the examplesof advancedtechnology shown inthe pictures on theopening spread. If any of the terms areunfamiliar to theclass, write the name

of the item on theboard and practicethe pronunciation.

Ask differentvolunteers to chooseone of the items andexplain what it isused for. Encouragethem to also giveother facts about theitem such as when


they think it wasinvented, whatcountry invented it



country invented it,etc.

Finally, go over thepictures and havestudents who haveactually seen one of

these items todescribe theexperience. How oldwere they? Wheredid they see it? Whatdid it look like?Accept answersbased on real-lifeexperiences as wellas movie, telephoneand Internetviewings.



Lesson A


understanding of new words. Robots: Artificial

intelligence, autonomous,humanoid, translate,

dexterity, consciousness,

multi-tasking, remote-

controlled.

The Speaking activityprovides students with anopportunity to practice andpersonalize the language inthe unit. It is usually guided



Piensa crítica y

reflexivamente


1. Reconoce que la lectura esel resultado de unainteracción entreel texto y el lector y aplica lasestrategias necesarias de

acuerdo con el propósito deltexto y del lector.


so students can develop theirspeaking competency at theirown pace

3. Desarrolla estrategias parala comprensión análisis e



own pace.Speaking activity: Think of four more ideas of how a robot could help in your life.Then rank your ideas.

A Pre-reading activityprovides students with anopportunity to activatebackground knowledge anddevelop understanding of thetext they will read as well aspractice skimming andscanning. Look at the title of the article on page 137. Predict what you think the article will be about.

An authentic-like Readingextends the theme of the unitand promotes theinternalization of languageinput as well as providingtopic-based contentinformation. Reading: “Where‟s my robot?”

Comprehension questionshelp consolidateunderstanding of the readingtext. Answer the questions.

The Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger readingstrategies in students.

la comprensión, análisis einterpretación de textosperiodísticos, históricos,científicos, políticos,publicitarios y filosóficos.



hacerse comprender en lenguaextranjera,en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.

6. Conoce aspectoselementales sobre el origen,desarrollo y riqueza

de una lengua extranjera.

Skills work: Working with phrases



The Language Worksections with their languagemodels and contextualizedpresentations of languageprovide students with

immediate comprehension of language form and use. Theyscaffold knowledge and check understanding of not onlyhow to manipulate the form, but also to check the students’

know how to use it in thecorrect situation. Lesson A: Everydayexpressions Lesson B: Each, every, and all to talk about groups

The Writing activity isusually based on the contentof the lesson and serves as aconsolidating production task or can be used by the teacherfor ongoing-assessment. Lesson A: Complete the paragraph with the correcteveryday expression. Lesson B: Complete the

paragraph using each,every, or all

The Skill Builder boxprovides additionalinformation on specific skillswhich will broaden students’knowledge and help thembecome better readers Remembering multi-word phrases

Lesson B

Lesson B provides additional





A new Vocabularypresentation expandsstudents’ knowledge of the

language of the topic.Technology: gadget, rocket,

interactive whiteboard,

device, gravity, database,

bandwidth, speech

recognition.

A Listening text provideslanguage input as well astopic-based contentinformation. Listeningpractice develops globalunderstanding as well astraining in listening for detailsand real-life study and work skills. Listen to the speakers

discussing which technologies they would like to see in the future. Write the things they choose.


extends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalizationof the grammar and

vocabulary. Reading: “Tomorrow‟sworld”



world


strategies in students.Skills work: Identifyinglevels of certainty.

The In Mexico activity raisesstudent awareness for culturalcontrasts and similarities.Which technologies arelikely to be the mostimportant in the future for the people in Mexico? Why?



The Real-life Reading task isan activity which aims tobuild reading skills whichwill be of use as studentsexplore their individualinterests.

Reading signs.









I Can:

Read interviews,signs for



signs forinformation

Identify levels of certainty within a text

Infer the meaning of

multi-word phrases Understand and use

each, every and all

Understand and usewords for robots and technology

The Closing Task providesan opportunity for on-goingassessment and closure asstudents are referred back tothe unit opener to participatein a guided discussion usingthe language they haveacquired throughout the unit. Look at the pictures on pages134 and 135. Discuss howimportant the things are for mankind. Decide which we can live without, and whichwe need.

The Word Building section

aims to build awareness of how words are formed andhow they are used.Word roots: pos, par, and port

The My Dictionary task helps students develop theirstudy skills as they create thisself-study tool to review unitvocabulary.

Write the words in English. Look for them in the unit: así como, base de datos, cada



cuando, comparer,

conciencia, coordinar, cura,

de ninguna manera, de nuevo,

en principio, gravedad, hacer

varias cosas a la misma vez,

inteligencia artificial, juguete

electrónico, manipular, por el

momento, problema,

proponer, substituto, visión.





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