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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
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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.
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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
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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.
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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
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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.
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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
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
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.
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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.
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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.
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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:
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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
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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
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
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extend the discussion: When was the last time you
saw one of these?
What type of celebrations do
you associate them with?
DesarrolloActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
Lesson A
A Vocabulary presentationcontributes to students’
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
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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,
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advertisement on page 17. Predict what you think the advertisement will be about.
An authentic-like Reading
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.
6. Conoce aspectoselementales sobre el origen,desarrollo y riquezade una lengua extranjera.
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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.
The Skill Builder boxprovides additionalinformation on specific skillswhich will broaden students’
knowledge and help thembecome better readers.Words with more than one
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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
presentation expandsstudents’ knowledge of the
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.
An authentic-like Reading
extends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalizationof the grammar andvocabulary.
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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?
CierreActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
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.
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
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
1. Comprende la intención yel propósito comunicativo delos diversos tipos dediscursos.
2. Utiliza procedimientos y
estrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.
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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,
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capilla, centro vacacional,
cimientos, cineaste, dormer
una noche, elenco,
encantador, guión,
impresionante, oficinal
centrales, productor, punto
de referencia, rascacielos,
sitio, telenovela, temamusical, torre, visión.
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:
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B) INTENCIONES FORMATIVAS
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
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 / “México y el Mundo”
3 Aplicable para los tres componentes: básico, propedéutico y profesional.
SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR
INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA3 A) IDENTIFICACIÓN
Institucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo I/ Unidad 3.
SemestreV
Carrera Periodo de aplicación/horas Fecha
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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
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
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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
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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.
An authentic-like Reading
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.
5. Desarrolla estrategias para
hacerse comprender en lenguaextranjera,en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.
6. Conoce aspectoselementales sobre el origen,desarrollo y riquezade una lengua extranjera.
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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
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from the box.
The Skill Builder boxprovides additionalinformation on specific skillswhich will broaden students’
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
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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?
CierreActividad Competencia genérica y/o
atributo
Competencia disciplinar Producto de aprendizaje Evaluación
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.
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
1. Comprende la intención yel propósito comunicativo delos diversos tipos dediscursos.
2. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,
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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 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.
tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.
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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.
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:
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B) INTENCIONES FORMATIVAS
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
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 económico / “ La historia del dinero”
4 Aplicable para los tres componentes: básico, propedéutico y profesional.
SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR
INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA4
A) IDENTIFICACIÓN
Institucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo II/ Unidad 4.
SemestreV
Carrera Periodo de aplicación/horas Fecha
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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 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.
Se expresa y se comunica Comprende la noción y laspropiedades del texto
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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.
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DesarrolloActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
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.
An authentic-like Reading
extends the theme of the unitand promotes the
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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.
3. Desarrolla estrategias parala comprensión, análisis einterpretación de textosperiodísticos, históricos,científicos, políticos,publicitarios y filosóficos.
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,
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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.
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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.
The Skill Builder boxprovides additionalinformation on specific skillswhich will broaden students’
knowledge and help thembecome better readers.Vocabulary learning strategies.
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 thelanguage of the topic. Finance: expenses, budget,
spend, cash, afford, cost,
lottery, loan.
A Listening text provides
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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?
CierreActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
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
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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,
coherencia,propiedad y creatividad.
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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,
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B) INTENCIONES FORMATIVAS
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
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 económico / “Compras y publicidad”
5 Aplicable para los tres componentes: básico, propedéutico y profesional.
SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR
INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA5
A) IDENTIFICACIÓN
Institucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo II/ Unidad 5.
SemestreV
Carrera Periodo de aplicación/horas Fecha
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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/oatributo
Competencia disciplinar Producto de aprendizaje Evaluación
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
Se expresa y se comunica Comprende la noción y laspropiedades del texto
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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.
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DesarrolloActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
Lesson A
A Vocabulary presentation
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.
An authentic-like Reading
extends the theme of the unit
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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.
3. Desarrolla estrategias parala comprensión, análisis einterpretación de textosperiodísticos, históricos,científicos, políticos,publicitarios y filosóficos.
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,
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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
elementales sobre el origen,desarrollo y riquezade una lengua extranjera.
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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.
The Skill Builder boxprovides additionalinformation on specific skillswhich will broaden students’
knowledge and help thembecome better readers.Organizing vocabulary.
Lesson B
Lesson B provides additionalVocabulary, Reading, Skillswork, and Language work activities based on the topicof the unit which practiceslanguage and skills andprovides furtherconsolidation.
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A new Vocabulary
presentation expandsstudents’ knowledge of the
language of the topic. Media: to broadcast,
sponsor, slogan, print media,
bi biased, mass media, media
literacy, ad (ads).
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. Match the question halves.The listen and circle whichquestions were mentioned in the conversation.
An authentic-like Reading
extends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalizationof the grammar andvocabulary. Reading: “Hiddenmessages”
A new Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger reading
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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?
CierreActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
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
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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 propias
como ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.
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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,
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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.
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:
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B) INTENCIONES FORMATIVAS
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
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 económico / “ Hombres y Mujeres en el Trabajo”
6
Aplicable para los tres componentes: básico, propedéutico y profesional.
SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR
INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA6
A) IDENTIFICACIÓN
Institucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo II/ Unidad 6.
SemestreV
Carrera Periodo de aplicación/horas Fecha
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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/oatributo
Competencia disciplinar Producto de aprendizaje Evaluación
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.
Se expresa y se comunica Comprende la noción y laspropiedades del texto
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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
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accept the new rolesmen and women aretaking in theworkplace.
DesarrolloActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
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
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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 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.
4. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criteriosobjetivos de corrección,
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practice skimming andscanning. Look at the title of the text on page 65. Predict what you think the text will be about.
An authentic-like Reading
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,
coherencia,propiedad y creatividad.
5. Desarrolla estrategias parahacerse comprender en lenguaextranjera,en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.
6. Conoce aspectoselementales sobre el origen,desarrollo y riquezade una lengua extranjera.
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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.
The Skill Builder boxprovides additionalinformation on specific skillswhich will broaden students’
knowledge and help thembecome better readers.Guessing the meaning of unknown words.
Lesson B
Lesson B provides additionalVocabulary, Reading, Skillswork, and Language work activities based on the topicof the unit which practiceslanguage and skills and
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provides furtherconsolidation.
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.
An authentic-like Reading
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
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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?
CierreActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
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.
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
1. Comprende la intención yel propósito comunicativo delos diversos tipos dediscursos.
2. Utiliza procedimientos yestrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,
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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 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
tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.
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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.
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:
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B) INTENCIONES FORMATIVAS
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
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 científico / “La Revolución Verde” Contenidos Procedimentales: (2)
7
Aplicable para los tres componentes: básico, propedéutico y profesional.
SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR
INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA
7
A) IDENTIFICACIÓN
Institucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo III/ Unidad 7.
SemestreV
Carrera Periodo de aplicación/horas Fecha
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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/oatributo
Competencia disciplinar Producto de aprendizaje Evaluación
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.
Se expresa y se comunica Comprende la noción y laspropiedades del texto
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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.
DesarrolloActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
Lesson A
A Vocabulary presentation
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.
A Pre-reading activityprovides students with anopportunity to activatebackground knowledge and
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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, comoun hecho cultural compartido.
3. Desarrolla estrategias parala comprensión, análisis einterpretación de textosperiodísticos, históricos,científicos, políticos,publicitarios y filosóficos.
4. Utiliza procedimientos yestrategias de la
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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
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,en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.
6. Conoce aspectos
elementales sobre el origen,desarrollo y riquezade una lengua extranjera.
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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.
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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.
An authentic-like Reading
extends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalizationof the grammar and
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vocabulary. Reading: “Brain Food”
A new Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger reading
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?
CierreActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
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.
The Learning Log providesan opportunity for self evaluation as students reflecton how well they feel theycan perform with thelanguage points from the unit.
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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.
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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,
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bioquímico, campo, cultivos,
genes, glucosa, masa, mental,
mineral, neurona, nutrientes,
oxígeno, para (que),
pesticidas, propina, proteína,
rendimiento, toxina, vitamina.
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:
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B) INTENCIONES FORMATIVAS
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
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 científico / “El Agua (H 2O)” Contenidos Procedimentales: (2)
8
Aplicable para los tres componentes: básico, propedéutico y profesional.
SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR
INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA8
A) IDENTIFICACIÓNInstitucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo III/ Unidad 8.
SemestreV
Carrera Periodo de aplicación/horas Fecha
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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/oatributo
Competencia disciplinar Producto de aprendizaje Evaluación
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
Se expresa y se comunica Comprende la noción y laspropiedades del texto
l d i
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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.
DesarrolloActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
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
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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 de
ti d l l b l i ió t di ti t
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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.
An authentic-like Reading
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
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 yestrategias de lacomunicación 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,en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos nolingüísticos.
6. Conoce aspectoselementales sobre el origen,desarrollo y riquezade una lengua extranjera.
ifi kill hi h ill
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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
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from the box.
The Skill Builder boxprovides additionalinformation on specific skillswhich will broaden students’
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
presentation expandsstudents’ knowledge of the
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.
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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.
CierreActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
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.
The Learning Log providesan opportunity for self evaluation as students reflecton how well they feel theycan perform with thelanguage points from the unit.
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
1. Comprende la intención yel propósito comunicativo delos diversos tipos dediscursos.
2. Utiliza procedimientos y
estrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.
I Can:
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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
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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.
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:
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B) INTENCIONES FORMATIVAS
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
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 científico / “La juventud eterna”
9Aplicable para los tres componentes: básico, propedéutico y profesional.
SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR
INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA9
A) IDENTIFICACIÓNInstitucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo III/ Unidad 9.
SemestreV
Carrera Periodo de aplicación/horas Fecha
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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 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
Se expresa y se comunica Comprende la noción y laspropiedades del texto
to avoid violating
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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.
DesarrolloActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
Lesson A
A Vocabulary presentationcontributes to students’
understanding of new words.Getting old : aging, anti-
aging, extend, mutation,
elderly, longevity, mature,
senior.
A Listening text provideslanguage input as well as
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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 experiencia
topic-based content estética personal, sino como
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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.
An authentic-like Reading
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.
4. Utiliza procedimientos yestrategias de lacomunicación 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,en situaciones comunicativascotidianas, medianteconvencioneslingüísticas y recursos no
lingüísticos.
6. Conoce aspectoselementales sobre el origen,desarrollo y riquezade una lengua extranjera.
The Skills Work section
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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
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which will broaden students’
knowledge and help thembecome better readers.Choosing words to guess.
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.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.
An authentic-like Reading
extends the theme of the unit,provides another opportunityto practice reading skills, and
promotes the internalization
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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?
CierreActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
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
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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.
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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
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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.
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:
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B) INTENCIONES FORMATIVAS
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
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 tecnológico / “Alta Tecnología”
10Aplicable para los tres componentes: básico, propedéutico y profesional.
SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR
INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA10
A) IDENTIFICACIÓNInstitucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo IV/ Unidad 10.
SemestreV
Carrera Periodo de aplicación/horas Fecha
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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
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
Se expresa y se comunica Comprende la noción y laspropiedades del texto
technology. Forl
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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
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Actividad Competencia genérica y/oatributo
Competencia disciplinar Producto de aprendizaje Evaluación
Lesson A
A Vocabulary presentationcontributes to students’
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.
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 113. Predict what you think the article will be about.
An authentic-like Reading
extends the theme of the unit
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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.
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 textosperiodísticos, históricos,científicos, políticos,publicitarios y filosóficos.
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.
5. Desarrolla estrategias parahacerse comprender en lenguaextranjera,
and promotes theinternalization of language
en situaciones comunicativascotidianas mediante
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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
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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.
The Skill Builder boxprovides additionalinformation on specific skillswhich will broaden students’
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
presentation expandsstudents’ knowledge of the
language of the topic.Scientific breakthroughs:
organic, micro-organism,
bio-fuel, biotechnology,
researcher, hypothesis,
genetically modified, data
A Listening text provides
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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.Circle the opinions you hear.Write Hector or Ana.
An authentic-like Reading
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?
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Actividad Competencia genérica y/oatributo
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.
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 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
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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.
acquired throughout the unit.Look at the photos on pages
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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
Sequences – English for BachilleratoTecnológico Level 5. Autores: Waring et al.Editorial Heinle Cengage Learning.
E) ValidacionElabora: Recibe: Avala:
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B) INTENCIONES FORMATIVAS
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
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 tecnológico / “Computadoras & Celulares”
11Aplicable para los tres componentes: básico, propedéutico y profesional.
SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR
INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA11
A) IDENTIFICACIÓNInstitucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo IV/ Unidad 11.
SemestreV
Carrera Periodo de aplicación/horas Fecha
Contenidos Procedimentales: (2)
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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
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
Se expresa y se comunica Comprende la noción y laspropiedades del texto
board as differentstudents in the class
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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.
DesarrolloActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
Lesson A
A Vocabulary presentationcontributes to students’
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
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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 experiencia
opportunity to practice andpersonalize the language in
estética personal, sino comoun tipo específico de
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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.
comunicación 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.
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.
6. Conoce aspectoselementales sobre el origen,desarrollo y riquezade una lengua extranjera.
The Skills Work sectionprovides input and practice of
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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’
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knowledge and help thembecome better readers. Identifying phrasal verbs.
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.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.
An authentic-like Reading
extends the theme of the unit,provides another opportunity
to practice reading skills, andpromotes the internalizationf h d
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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?
CierreActividad Competencia genérica y/o
atributoCompetencia 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 tech manual.
The Learning Log providesan opportunity for self evaluation as students reflecton how well they feel theycan perform with thelanguage points from the unit.
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
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.
I Can:
R d bl
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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
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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.
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:
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B) INTENCIONES FORMATIVAS
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
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 tecnológico / “Mundo robótico & Tecnología Futurista”
12Aplicable para los tres componentes: básico, propedéutico y profesional.
SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR
INSTRUMENTO PARA REGISTRO DE SECUENCIA DIDÁCTICA12
A) IDENTIFICACIÓNInstitucion:Plantel: Profesor(es):Asignatura/ Módulo/ Submódulo: Inglés V / Módulo IV/ Unidad 12.
SemestreV
Carrera Periodo de aplicación/horas Fecha
Contenidos Procedimentales: (2)
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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 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
Se expresa y se comunica Comprende la noción y laspropiedades del texto
they think it wasinvented, whatcountry invented it
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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.
DesarrolloActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
Lesson A
A Vocabulary presentationcontributes to students’
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
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica y
reflexivamente
Aprende de forma autónoma
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.
2. Experimenta lacomunicación literaria nosolo como una experienciaestética personal, sino comoun tipo específico decomunicación entre distintassociedades y, por tanto, comoun hecho cultural compartido.
so students can develop theirspeaking competency at theirown pace
3. Desarrolla estrategias parala comprensión análisis e
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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.
4. Utiliza procedimientos yestrategias 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 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
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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
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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 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.
An authentic-like Reading
extends the theme of the unit,provides another opportunityto practice reading skills, andpromotes the internalizationof the grammar and
vocabulary. Reading: “Tomorrow‟sworld”
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world
A new Skills Work sectionprovides input and practice of a specific skill which willhelp build stronger reading
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?
CierreActividad Competencia genérica y/o
atributoCompetencia disciplinar Producto de aprendizaje Evaluación
The Real-life Reading task isan activity which aims tobuild reading skills whichwill be of use as studentsexplore their individualinterests.
Reading signs.
The Learning Log providesan opportunity for self evaluation as students reflecton how well they feel theycan perform with thelanguage points from the unit.
Se expresa y se comunica
Trabaja en forma colaborativa
Piensa crítica yreflexivamente
Aprende de forma autónoma
1. Comprende la intención yel propósito comunicativo delos diversos tipos dediscursos.
2. Utiliza procedimientos y
estrategias de lacomunicación escrita yreconoce la importancia deevaluar las producciones,tanto propiascomo ajenas, con criteriosobjetivos de corrección,coherencia,propiedad y creatividad.
I Can:
Read interviews,signs for
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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
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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.
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: