Planeación UEMSTIS Inglés 2.I

SECRETARÍA DE EDUCACIÓN PÚBLICA
SUBSECRETARÍA DE EDUCACIÓ N MEDIA SUPERIOR

Unidad de Educación Media Superior Tecnológica Industrial y de Servicios
Centro de Bachillerato Tecnológico Industrial y de Servicios No. 119
Instrumento de registro de la Planeación Didáctica

Institución: Plantel C.C.T
:
Docente (s) Fecha de elaboración:
que elaboró Día Mes Año
el instrumento:
identificación
Asignatura o submódulo: Semestre Carrera Periodo de la

: : aplicación:
Duración en horas
Campo disciplinar de la asignatura Propósito formativo del campo disciplinar
Transversalidad con otras asignaturas

Ámbitos del perfil de egreso en el que
contribuye la asignatura
FormativasIntenciones
Propósito formativo de la asignatura

Students will communicate, interact, and collaborate with others (transverse axis for all subjects
Ejes disciplinarios from Communication and Social Sciences as disciplinary fields).
Aprendizajes Communication and interpersonal relationships. Integration of learning communities.

clave de la Componente Contextualization of learning communities through students' interests and academic experiences.
asignatura
Collaborative work in classroom as a basis for the integration of the learning community. The
Contenido central argumentative writing.
Students ask for products and amounts in different contexts. Students communicate routines and
Aprendizaje esperado activities in progress at school or work. Students provide simple arguments about a text. Students
give orders or instructions in different contexts
Proceso de aprendizaje N/A
Conversation between a shop assistant and a customer. Presentation to describe activities (with
Contenidos específicos graphic support) about students and relatives. Write and answer questions about a text. Describe
a How to Process—How to start a blog; how to host a videoconference; how to use an electronic
device.
Habilidades socioemocionales (HSE) a
desarrollar Conoce T –
G4 Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la

Competencias Genéricas y atributos utilización de medios, códigos y herramientas apropiados
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto
en el que se encuentra y los objetivos que persigue
CO4 Produce textos con base en el uso normativo de la lengua, considerando la intención y
Competencias Disciplinares situación comunicativa.
Competencias de Productividad Y
Empleabilidad N/A
Actividades de Aprendizaje
Actividad del Docente Recursos Utilizados Práctica en línea Duración
To activate students’ background knowledge, ask general questions about the My English in Action (On-line) 10 min.
content of the block. To start, ask: What do you do every day? What does your 2 Adicional
best friend do every day? How often do you go to the cinema? How often do you P.3 (Opener)
go to the supermarket? Then, ask students if they know about the daily activities
Apertura
of their family members. If so, call on volunteers to say what their family
members are doing right now. Finally, to finish previewing the topics in the block,
ask: What are some rules you should follow at school?
Actividad del Estudiante Duració Producto de aprendizaje esperado Tipo de Evaluación Ponderació
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Listen to the teacher’s questions Activate background knowledge Evaluación Paritaria
and answer them as a group.
Desarrollo

(On-line)
Adicional
• Have students turn to exercise A and go over the instructions. My English in Action 20 min.
• Direct students’ attention to the first picture for item 1. Explain that the 2
sentence has been completed with a phrase from the answer box. Read the P. 4 (Ex. A)
sentence aloud, prompting students to repeat after you.
• Tell students to complete the rest of the sentences, using words from the
answer box.
• When students have finished, invite volunteers to share their answers with the
class. Provide feedback and have students correct their work as necessary.
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Go over instructions to exercise Answered exercises in My English Autoevaluación
A and listen to the explanation in Action 2
of the first item as a class;
complete the rest of the
sentences individually using the
words from the answer box;
share answers with the class
(On-line)
Adicional
• Point to the phrases in the box on page 4. Explain the difference between comb My English in Action 10 min.
and brush. If you have a comb and brush on hand, you can use them as visual 2
aids. P.4 Word
• Demonstrate the meaning of floss by pretending to floss your teeth. Explain Partnerships box,
that the possessive pronoun in these phrases has to agree with the subject. For realia
example: I comb my hair. You comb your hair. She combs her hair.
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Listen and look to the Communicate routines and Autoevaluación
demonstration to the difference activities in progress at school or
between the terms in the Word work.
Partnerships box. Ask any
appropriate questions
Cierre

(On-line)
Adicional
• On the board, write the sequence words First, Next, Then, and After that. pizarrón, 20 min.
Explain that the words next, then, and after that mean basically the same thing marcadores
and can be used interchangeably.
• Demonstrate how to use these words by incorporating them into the sentences
for Exercise A: First, he gets up. Then, he exercises. After that, he takes a shower.
• Invite students to continue, using sequence words for each of the remaining
sentences.
• Ask students to use the model to talk about a simple routine at home or work.
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Look at the words on the board Communicate routines at school or Autoevaluación
and listen to the examples from work.
the teacher, using them as
models, volunteer information
about a simple routine.
• Familiarize students with the chart before playing the recording. My English in Action (On-line) 10 min.
• Ask them simple comprehension questions about the information in the chart. 2 Adicional
• Then, tell students that they are going to listen to two conversations. In each P.5 (Chart)
conversation, a landlord is talking to a person who has called about an apartment
for rent.
Apertura
• Explain the concepts if necessary.

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Open the book to page 5 and Work with vocabulary and Autoevaluación
look at the chart on top; go over concepts to practice habits and
every line clear up any routines
vocabulary or comprehension
questions.
Desarrollo
(On-line)
Adicional
• Play the recording. Have students complete the chart as they listen. 2
• Write the chart on the board and ask different students to write their answers P. 5 (Ex. A)
in each row and column. listening track 1,
• Go over the answers with the class and have students correct their work as reproductor de
necessary. audio
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Go over the instructions to Answered exercises in My English Autoevaluación
exercise A; listen to the audio in Action 2
once and complete the chart
while listening; copy answers in
each row and column under
board; share answers with the
class.
(On-line)
Adicional
• Have students turn to exercise B and go over the instructions. My English in Action 20 min.
• Pair students, and have partners work together to complete the conversation. 2
• Circulate while students work, providing help as necessary. P. 6 (Ex. C)
• After partners practice reading their conversation aloud once or twice, they can
present it to the class.
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Go over the instructions to Answered exercises in My English Coevaluación
exercise B; with a partner in Action 2
complete the conversation in
the exercise; share your answers
with the class by reading out
their conversation aloud;
practice it before.
(On-line)
Adicional
• Students can perform other role plays related to apartment searches. For My English in 20 min.
example, students role-play a conversation between a landlord and a prospective Action 2
tenant. P.5 (Ex. B)
• Students can use the conversation in Exercise B as a model.
• Invite different pairs of students to take turns improvising the role play.
• In between each presentation, prompt the class to summarize the role play by
asking questions, such as: How much is the rent? Does the apartment have air-
Cierre
conditioning?
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Using the previous activity as a Ask for products in different Heteroevaluación
model, create a role play related contexts.
to apartment searches with
apartment; it provides the role
play in front of the class and
after each presentation
summarized the role play by
answering the teacher’s
questions.
•Have students look at the picture. Tell students that the people in the picture My English in Action (On-line) 15 min.
are at a garage sale. Elicit from students what a garage sale is and the kind of 2 Adicional
objects that are sold. Ask students if they or their neighbors have organized a P.6 (Ex. A)
garage sale. You can also have volunteers say the objects they have bought or the
money they have earned at a garage sale.
• Have students turn to exercise A and go over the instructions.
• Ask students to work in small groups. Have them match the numbered items in
the picture to the words. Encourage students to use a bilingual dictionary or an
online translator for the words they do not understand. Check answers with the
Apertura
class.
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Look at the picture on page 6 Answered exercises in My English Evaluación Paritaria
and brainstorm ideas on what a in Action 2
garage sale is on what is sold
there; go over the instructions
to exercise A and in small groups
match the number items in the
pictures to the words; the use of
a dictionary is allowed; Share
answers with class.
Desarrollo

(On-line)
Adicional
• Ask for volunteers to read aloud the conversation. Explain the meaning of 2
vocabulary students might not understand. P.6 (Ex. B)
• Then, have students practice the conversation in pairs.
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Go over instructions to exercise Ask for products and amounts in Coevaluación
B and volunteer to read aloud different contexts
the conversation; clear up any
vocabulary doubts and practice
the conversation with a partner.
(On-line)
Adicional
• Have students turn to exercise C and go over the instructions. My English in Action 15 min.
•Point to the left column as you read the title. Explain to students that the 2
phrases in the left column are common phrases a shop assistant uses. Then point P.6 (Ex. C)
to the right column as you read its title. Tell students those phrases are often
used by customers. Read the phrases aloud and if necessary, explain their
meaning.
• Have students order the phrases to form a conversation. Monitor and provide
help. Ask for volunteers to say the answers. Finally, ask students to practice the
conversation in pairs.
Actividad del Estudiante Producto de aprendizaje esperado Tipo de Evaluación Ponderació
n
Go over the instructions to Answered exercises in My English
exercise C; analyze the titles and in Action 2
information in both columns for
it; order the phrases to form a
conversation; share answers
with the class and, with a
partner, practice the
conversation.
Cierre

(On-line)
Adicional
• Have students turn to exercise D and go over the instructions. My English in Action 15 min.
• Write the word mall on the board. Elicit its meaning and provide examples by 2
naming popular malls near the school. P.6 (Ex. D)
• Then, ask students what their favorite shop at the mall is. Ask them to imagine
they are at their favorite shop at the mall.
• Have students work in pairs and write a conversation between them and the
shop assistant. Point to the phrases in the box and tell students that they can use
some of those phrases.
• Monitor and provide help.
• Have volunteers read aloud their conversation.
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Brainstorm ideas on the word Ask for products and amounts in Heteroevaluación
mall and volunteer what their different contexts.
favorite shop is; write a
conversation between a shop
assistant and a person in pairs
using the phrases in the box;
read conversation aloud to the
class in pairs.
• Read the boxed note about the simple present. Then, read the sample My English in Action (On-line) 10 min.
sentences in the chart aloud, and have students repeat after you. Listen to make 2 Adicional
sure students clearly enunciate the final -s in the third person singular: He gets P.7 (Ex. A)
Apertura
up. She gets up.

• Have students complete each item, saying what time they usually do each
activity.
• Invite students to share their answers.
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Clear up any information in the Answered exercises in My English Autoevaluación
note about the simple present in Action 2
and listen to the examples
repeat the examples to clearly
enunciate the final -s; go over
the instructions to exercise A,
and answer it individually
mentioning the time the activity
is done; share answers with the
class.
Desarrollo

(On-line)
Adicional
• Before students begin the exercise, ask them to look over the sentences. My English in Action 10 min.
Explain any words or expressions that are new to them. 2
• Have students turn to exercise B and go over the instructions. P.7 (Ex. B)
• Have students complete the exercise independently.
• Review the answers, having students read each sentence aloud.
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Clear up any vocabulary Answered exercises in My English Autoevaluación
questions before going over the in Action 2
instructions to exercise B;
Answer the exercise individually;
read the answers to the class to
cheque them.
(On-line)
Adicional
• Direct students’ attention to the phonetic symbols at the top of each column in 2
the chart. Explain: These are symbols that show three different ways of P.7 (Ex. C)
pronouncing the letter “s” when it comes at the end of a word. The sound of -s listening track 2,
changes, depending on the sound that comes before it. reproductor de
• Play the recording and have students repeat each word. Ask them to write any audio
missing words in the lists. They can write below each row.
• Help students notice, for example, that -s has the /s/ sound when it comes after
voiceless consonants like k, t, f, and p. It has the sound of /z/ when it comes after
voiced consonants like v, w, r, y, n, m, b, d, l or any vowel sound. It has the sound
of /Iz/ when it comes after x, s, z, sh, or ch.
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Go over the instructions and Answered exercises in My English Heteroevaluación
vocabulary to exercise see and in Action 2
clear up information about Dave
phonetic symbols for the
different endings of -s; listen to
the audio and repeat each word
while writing the missing words
at the bottom of the page;
notice the different sounds
depending on the termination of
the natural verb.
(On-line)
Adicional
• Read aloud the examples in the grammar chart at the top of the page. Explain My English in Action 10 min.
to students that in spoken language the contracted (short) forms don’t and 2
doesn’t are more common than the longer forms do not and does not. P.8 (Ex. A)
• Read the sample answer aloud, and then have students complete the rest of the
items on their own.
• Invite students to read their sentences aloud for the class and provide
corrective feedback as necessary. (See the Teaching Tip below for a specific
suggestion.)
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listen to the example in the Answered exercises in My English Autoevaluación
grammar charted above the in Action 2
page; go over the instructions to
exercise A and listen to the
simple answer allows before
answering the exercise
individually; volunteer some
answers to the rest of the class.
(On-line)
Adicional
• Form groups of students. Have students follow the directions to complete the 2
exercise. P.8 (Ex. B)
• Invite groups to share the results of their “surveys” with the class. pizarrón,
• As students share their results, you can write the results on the board to create marcadores
a class survey for further discussion.
Cierre
n n
Governing structures to exercise Answered exercises in My English Heteroevaluación
B and in groups, answer the in Action 2; Result of survey on
exercise by asking and board
answering questions; share the
results of the questions so
teacher can write them up on
the board. Discuss the different
answers.
5
• Explain that adverbs of frequency describe how often you do something. My English in Action (On-line) 10 min.
• Read the list of adverbs in the first grammar chart and give some example 2 Adicional
sentences. P.9 (Ex. A)
• Give prompts for students to make sentences. For example: T: ride the bus, Pizarrón,
usually, I S: I usually ride the bus. marcadores
• Have students complete Exercise A individually.
• Then, ask them to find a partner and correct his or her work.
• Ask for volunteers to write their answers on the board.
Apertura
n n
Listen to the explanation of Answered exercises in My English Heteroevaluación
frequency adverbs and the in Action 2; Written down answers
examples using the list of on the board
adverbs in the grammar chart;
Make sentences using the
prompts provided by the
teacher before answering
exercise A individually; check
answers with a partner and go
up to the board to write the
answers.
Desarrollo

(On-line)
Adicional
• Ask students to complete the answers individually and then compare their 2
answers with a partner. P.9 (Ex. B)
• Monitor their work and provide assistance as needed.
• Give feedback to the class on common errors with adverbs of frequency, such
as putting the adverb in the wrong place in the sentence.
• Ask volunteers to read aloud their sentences for items 13 and 14.
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Go over the instructions to Communicate routines and Heteroevaluación
exercise be and complete the activities in progress at school or
answers individual; compare work
your answers with a partner;
volunteer to read aloud items
number 13 and 14 in the
exercise.
(On-line)
Adicional
• Read the sentences in the grammar box at the top of the page aloud. Focus My English in Action 20 min.
students’ attention on the verbs in boldface. Explain that the present continuous 2
combines the verb be with a verb that ends in -ing. Then, read aloud the note P.10 (Ex. A)
that explains how the present continuous is used to talk about actions happening pizarrón,
now. marcadores
• Read the sample answer next to the first photo, showing how the verb from the
answer box was turned into the present continuous.
• Have students complete the exercise A on their own, using verbs from the
boxes to complete the sentences.
• Call on students to read their completed sentences aloud. Write the sentences
on the board so that students can check their work. When writing the answers for
items 3, 4, and 6, ask students if they notice anything special about the present
continuous forms. Confirm or explain that the final e is dropped before adding
-ing. Tell students that this rule applies to all verbs ending with -e.
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Listen to the sample sentences Answered exercises in My English Autoevaluación
and the explanation of the in Action 2
grammar box at the top of the
page; listen to the sample
answer to exercise A and answer
it individually using verbs from
the boxes; share answers with
the class by reading them aloud.
(On-line)
Adicional
• Explain that Wh- questions have a rising, then falling intonation. My English in Action 10 min.
• Have students turn to exercise B and go over the instructions. 2
• Point out the intonation lines for sentences 1 and 2. Model the first two P.10 (Ex. B)
questions, drawing a line on the board to represent your intonation as you do so. listening track 3,
Explain that the upward spike in the line comes from the stressed word in the reproductor de
question. audio
• Play the audio and pause after each question. Have the class repeat in unison.
• Have students practice pronouncing the questions with a partner.
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Listen to the explanation of the Communicate routines and Heteroevaluación
rising and falling intonation activities in progress at school or at
before going over instructions to work
exercise B; listen to the models
of sentences one and two; listen
to the audio and repeat every
time teacher stops the audio;
practice pronouncing the
questions with a partner.
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(On-line)
Adicional
• Form pairs or small groups of students. Realia, ilustraciones, 10 min.
• Distribute pictures of job-related activities (from magazines, or catalogs, or the diapositivas
internet) and have students write sentences in the present continuous that
describe what’s happening in each picture.
• Circulate as groups work and help students with spelling as necessary.
• When they have finished, invite group members to show each picture to the
class and read the sentence that the group created for that picture aloud.
n n
In small groups write sentences Written down sentences in the Evaluación Paritaria
in prison continues that notebooks in present continuous
describes what's happening in
each picture at the teachers
distributes; show each picture to
the class and read the sentences
that the group created for that
picture.
• Read the sample sentences in the grammar chart at the top of the page aloud. My English in Action (On-line) 15 min.
Point out that the final t is doubled in sit before adding -ing. Explain to students 2 Adicional
that the “doubling rule” is true for all verbs ending in a short vowel followed by a P.11 (Ex. A)
consonant. Pizarrón,
Apertura
• Have students turn to exercise A and go over the instructions. marcadores,

• Read the original statement and sample answers for the first photo aloud. diapositivas
• Have students complete the rest of the exercise on their own.
• When students have finished, call on pairs of students to take turns reading the
original statements, and answers for each picture aloud. Provide corrective
feedback as necessary.
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Listen to the sample sentences Answered exercises in My English Heteroevaluación
in the grammar charted top of in Action 2
the Page; go over the
instructions to exercise A and
listen to the original statement
and the sample answer for the
first photo; answer the exercise
individually and with a partner,
cheque by reading the original
statement while the other reads
the answer for each picture.
Desarrollo

(On-line)
Adicional
•Have students work in pairs and write affirmative and negative sentences about 2
what their partners are doing. Encourage students to use some of the words in P.11 (Ex. B)
the box. Monitor and help students. Have students exchange notebooks and read cuadernos
what their partners wrote.
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Go over instructions to exercise Written down sentences in their Coevaluación
B; in the notebooks write notebooks
affirmative and negative
sentences about what
classmates are doing with a
partner; exchange notebooks to
check what the partner wrote.
(On-line)
Adicional
• Explain to students that they are going to listen to a conversation. Have My English in Action 15 min.
students close their eyes and listen to the conversation. 2
• Then, have students listen to the conversation again, and write it down in their P.6 (Ex. C)
notebooks. Play the conversation one more time if necessary. listening track 4,
• Check with the class what students wrote down in their notebooks. reproductor de
• Finally, ask students to practice the conversation in pairs. audio
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Take out the notebook, listen to Written down conversations in the Autoevaluación
the conversation and write it notebook /Lista de cotejo
down in it; share your answers
with the class; practice the
conversation with a partner.
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(On-line)
Adicional
• Use the pictures you have gathered from magazines, catalogs, and the internet Realia, ilustraciones, 15 min.
to give students further practice making present continuous statements. diapositivas
• Display one of the pictures and make an incorrect statement. Call on students
to correct you.
• Then, invite a student to come forward and do the same for another picture.
Continue in this way until all students have had a chance to say something.
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Using pictures distributed by the Communicate activities in progress Evaluación Paritaria
teacher, listen to sentences at school or work
about the activity in progress on
it and, if necessary, correct the
information about the picture;
then, say incorrect information
about activities in progress from
different pictures to have other
students correct it.
Apertura

•Form groups of students and have each group go to a different location at your My English in Action (On-line) 20 min.
school. Suggest that students draw a quick sketch of what they see to accompany 2 Adicional
their sentences. P.12 (Ex. A)
• Have students turn to exercise A and go over the instructions. Hojas de máquina
• When students return to class, have them show their pictures to the class, and
read their accompanying sentences aloud.
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Get some drawing paper on in Drawings on different locations at Heteroevaluación
groups, visit the location at your school; Answered exercises in My
school assigned by your teacher; English in Action 2
answer exercise a while visiting
such location; return to class
show the pictures of the
location and read the
accompanying sentences aloud
to the rest of the class.
(On-line)
Adicional
•Read the information and the sample sentences in the boxes aloud. My English in Action 20 min.
• Have students turn to exercise B and go over the instructions. 2
• Tell students to write sentences describing what their classmates are doing. P.12 (Ex. B)
Students can also write sentences describing what they see outside. cuadernos
• When they have finished, invite students to share what they wrote with the
class.
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Listen to information on the Written down sentences in the Autoevaluación
sample sentences in the boxes; notebooks
go over instructions to exercise
B and answer it individually;
share your answers with the
class
(On-line)
Adicional
•Refer students to the present continuous and simple present boxes in Exercise My English in Action 20 min.
B. Have students notice the difference in use between the present continuous 2
and simple present. Emphasize the time expressions that are used with each P.12 (Ex. C)
tense.
• Have students turn to exercise C and go over the instructions.
• Have students complete the sentences individually.
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• Call on students to read each sentence aloud.

n n
Analyze the information about Answered exercises in My English Autoevaluación
the present continuous and in Action 2
simple present in the boxes as a
class; go over the instructions to
exercise C and answer it
individually; volunteer some
answers to the rest of the class.
• Have students turn to exercise A and go over the instructions. My English in Action (On-line) 10 min.
•Have students look at the chart and read the headings for each column. Then, 2 Adicional
ask students to think about their daily activities, and complete the My Activities P.13 (Ex. A)
column. After that, have students write an adverb of frequency next to each
activity.
• Ask students to choose a family member they know well to write his / her daily
activities in the Family Member Activities column.
• Then, ask students to write an adverb of frequency next to each activity.
Apertura
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exercise A analyzing the in Action 2
headings for each column;
complete the “my activities”
column with personal
information and complete the
family members activities
column with information from a
member of your family.
Desarrollo

(On-line)
Adicional
• Ask students to use the information in Exercise A to write about their routine 2
and their family member’s routine. P.13 (Ex. B)
cuadernos
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Use the information in the Written down sentences on habits Autoevaluación
previous activity to write down and routines with personal
sentences about their personal information and the information of
routine and a family member a family member in the notebooks
routine in the notebook
(On-line)
Adicional
• Elicit what graphic support means. Then, elicit kinds of graphic support students 2
can include in a presentation. P.13 (Ex. C)
• Tell students they are going to prepare a presentation with graphic support to
describe their routine and their family member’s routine.
• Have volunteers read the steps in Exercise C to prepare a presentation.
• Give students time to prepare their presentation. If there is not enough time in
class for students to prepare it, you can ask them to do it for homework.
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Go over instructions to exercise Draft of presentation written down Autoevaluación
C and clear up any questions in their notebooks
about the term “graphic
support”; brainstorm ideas on
different graphic support that
can be included in the
presentation; prepare a
presentation with graphic
support to describe a personal
routine and the routine of a
family member; Volunteer to
read the steps in exercises to
prepare the presentation and
prepare it.
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(On-line)
Adicional
•Ask: What aspects are important while giving a presentation? Presentaciones 30 min.
• Write students’ answers on the board. Then, ask for volunteers to read aloud preparadas por los
the tips for giving a presentation. estudiantes durante
• Finally, have students give their presentation. la clase, pizarrón,
marcadores
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Brainstorm ideas on important
aspects to have while giving a
presentation and dictate them
to the teacher to write on the
board; present your work to the
class.
Apertura

•Read aloud the definition of family reunion from the Culture Note box. My English in Action (On-line) 15 min.
• Use the questions to discuss the scene shown in the illustration. Elicit from 2 Adicional
students that the picture shows a family having a reunion in the park. Help P.14 (Ex. A)
students identify the food items shown (lemonade, cookies, cake, barbecue
chicken, salad).
• Ask: What kinds of things do families often do at a reunion? (play games, sing
songs, eat, dance, take photos, etc.)
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Listen to the definition of family Provide simple arguments about a Heteroevaluación
reunion from the teacher; text
discuss the questions in exercise
A about having a family reunion
in the park; brainstorm ideas of
activities that families do in
reunions.
Desarrollo
(On-line)
Adicional
• Tell students that they will listen to a conversation between two friends: My English in Action 15 min.
Victoria is showing her friend the picture you see on the page. She is talking about 2
her family reunion. She will describe each of the people in the picture. Listen and P.14 (Ex. B)
write the missing names in the spaces provided. Tell students to use the names in listening track 5,
the box to fill in the blank spaces in the picture. reproductor de
• Play the recording and then have students share their answers with the class. audio
Discuss any discrepancies and play the recording once again so that students can
check their work.
n n
Listen to Victoria describing the Answered exercises in My English Evaluación Paritaria
picture you see on the page in Action 2
writing the missing names in the
space provided; listen to the
audio again and share the
answers with the rest of the
class; discuss any differences
while listening to the recording
again to checking them
together.
(On-line)
Adicional
• Share your experiences with the class on family reunions and encourage Realia, ilustraciones, 15 min.
students to share about their family reunions as well. Ask: How often does your diapositivas
family get together for a reunion? Where do you meet? How many people
attend? What happened at your last reunion? Some students may come from
families in which reunions are important events, and they may enjoy bringing in
pictures of their latest reunion to share with the class.
n
Listen to the teachers Provide simple arguments about a Evaluación Paritaria
experiences of family reunions text
and volunteer some information
about your own.
(On-line)
Adicional
• Play the recording again and have students complete the sentences. Tell 2
students to look back at the names they wrote on the picture on the previous P.15 (Ex. C)
page if they need help. listening track 5,
Cierre
• Have volunteers read their completed sentences aloud for the class. Provide reproductor de
corrective feedback as necessary. audio
n n
exercise C; listen to the audio in Action 2
again to complete the
sentences; share completed
some sentences with the class.
10
Apertura

•Have students record the audio track #5 in the previous class. My English in Action (On-line) 10 min.
• Separate the class in small groups and have them recreate the audio from 2 Adicional
memory. listening track 5
• Randomly select some groups two present their information.
• Students vote on the most complete recreation.
n n
In groups recall the information Arguments about a Text Evaluación Paritaria
from the audio track from the
previous class and try to
recreate it; column present your
information to the rest of the
class and have a vote on the
best one
Desarrollo

(On-line)
Adicional
•Ask students to read the information about the elements of an argument in My English in Action 10 min.
silence. Then, check students’ comprehension by asking: What is an argument? 2
What are the elements of an argument? Provide further explanation and P.15 (Ex. D)
examples if necessary.
• Have students turn to exercise C and go over the instructions.
• Have students work in pairs and think about an argument for the statement:
Victoria is an old woman. Give students time and monitor. Ask for volunteers to
say their arguments and provide evidence for it. Students should use as evidence
the information they got from Exercise C.
n n
Analyze the information about Arguments about text; Answered Coevaluación
the elements of an argument exercises in My English in Action 2
with the class; Go over the
instructions to exercise D and
answer it with a partner; show
answers with the class and
provide evidence for it as it was
presented in exercise C.
(On-line)
Adicional
• Have students turn to exercise E and go over the instructions. My English in Action 10 min.
• Go over item 1 and then have students complete the exercise on their own. 2
Remind students to pay attention to the pronouns. P.15 (Ex. E)
• Review the answers and have volunteers read the matching sentences aloud.
For example: Barbara stays at home and takes care of the children. She’s a
homemaker.
n n
Go over instructions to exercise Answered exercises in My English Autoevaluación
E; do item one together as a in Action 2
class and complete the rest of
the exercise individually;
volunteer some answers to the
class.
Cierre

(On-line)
Adicional
• Form pairs of students and have partners write five more sentences about the Realia, ilustraciones, 10 min.
relationships in the picture on the previous page. diapositivas
• Give students a few examples before they begin: Frank has four grandchildren.
Victor is Valerie’s brother.
• Have partners read their sentences aloud for the class.
n n
Write five more sentences about Written down sentences on their Heteroevaluación
the relationships in the pictures notebooks
of the previous exercise with a
partner; listen to some examples
from the teacher before you
write them down in your
notebooks; read some
sentences aloud to the class.
11
• Ask students to brainstorm some professions I'm write them on the board. Pizarrón, (On-line) 10 min.
• Have students work in pairs to describe one of the professions on the board marcadores, Adicional
without sharing which one they are describing diapositivas
• Partners should guess what profession is being described.
• Have students take turns describing professions and guessing.
n n
Apertura
Brainstorm some professions for Provide simple arguments about a Coevaluación /Sin
teacher to write on the board; text instrumento
select one profession and
describe it using present simple
to a partner without mentioning
the name of the profession;
partners should guess what
profession is being described;
take turns describing and
guessing professions.
Desarrollo

(On-line)
Adicional
• Invite students to share about their families, using the questions at the top of My English in Action 20 min.
the page. You can start the discussion by sharing about your own family, and then 2
inviting students to tell how many people are in their family, whether they are P.16 (Ex. A)
married or single, and where their relatives live. Encourage students to expand on listening track 6,
their responses by asking questions, such as: Do you have any children? What are reproductor de
their names? audio
• Point to each photo and then play the audio for or read the corresponding
passage aloud, pausing to ask questions. For example: What does her husband
do? Where does she work?
• Form groups of three students. Have group members take turns reading the
three passages aloud to each other.
n n
Share information about people Provide simple arguments about a Heteroevaluación
in their family using the text.
questions at top of the page as a
guide; go over the instructions
to exercise A and listen to the
audio while the teacher points
to each photograph; Answer the
teacher’s questions about the
texts; in groups of three, take
turns reading the passages
aloud to each other.
(On-line)
Adicional
• Have students complete the exercise independently. 2
• Review the answers with the class, inviting volunteers to share their responses P.16 (Ex. B)
to each item. As a student gives his or her response, ask that student to read
aloud the sentence from the passage that helped him or her determine the
answer.
n n
exercise B and complete the in Action 2
exercise individually; share
answers with the class and be
prepared to read aloud the
sentence from the passage that
helped determine the answer.
(On-line)
Adicional
•Ask students to think about who the most important member of their family is My English in Action 20 min.
and why they think so. 2
• Have students turn to exercise C and go over the instructions. P.16 (Ex. C)
• Then, have them write in their notebooks arguments and provide evidence for cuadernos
their arguments.
Cierre
n n
Share ideas on who the most Written down arguments and Autoevaluación
important member of the family evidence in the notebooks
is and why it is so; go over the
instructions to exercise C and in
the notebooks, write down
arguments and evidence about
the importance of the family
member.
12
Apertura

• Have students read in silence the questions for Family 1. Then, ask students to 2 Adicional
look at the picture of Family 1 on page 16, and to answer question 1 according to P.17 (Ex. A)
what they think.
• Have students find in the text information that supports their answer to
question 1.
• Finally, ask students to answer question 3 according to the information in the
text. Repeat the same procedure for each family.
n n
Governing structures to Answered exercises in My English Autoevaluación
exercise; read the questions for in Action 2 /Lista de cotejo
family when in silence and share
the answers to the question
according to what is thought;
Underline the information in
text that supports the answers
and write down the answers;
repeat the procedure for
question two and three.
Desarrollo

(On-line)
Adicional
• Ask students to read one more time the text on page 16 in silence. If you want My English in Action 10 min.
to provide additional listening practice, you can play Track 4, and have students 2
listen and follow along. P.17 (Ex. B)
• Have students turn to exercise B and go over the instructions. listening track 4,
• Then, have students read the answers and write the questions accordingly. reproductor de
• Check answers with the class and write the questions on the board. audio
n n
Read the text on page 16 again Answered exercises in My English Autoevaluación
in silence and listen to track 4; in Action 2, List of answers on /Lista de cotejo
go over instructions to exercise board.
B and write the questions
accordingly; dictate the answers
to the class so the teacher can
write them on the board.
(On-line)
Adicional
• Have students review the information about imperatives. My English in Action 20 min.
• Have students turn to exercise A and go over the instructions. 2
• Play the audio track for students. Have them listen and repeat each sentence as P.18 (Ex. A)
they point to the relevant photo. listening track 7,
reproductor de
audio
n n
Analyze the information on Identify orders or instructions Heteroevaluación
imperatives as a class and clear
up any questions about it; go
over the instructions to exercise
A; listen to the audio and repeat
each sentence while pointing to
the relevant photo
(On-line)
Adicional
• Go over the first item as a class to ensure that students are aware that they 2
have to refer to the previous exercise. P.18 (Ex. B)

n
go over the instructions to Answered exercises in My English Autoevaluación
exercise be and do the first item in Action 2
as a class to clear up any
questions about the exercise;
Share answers with the class.
(On-line)
Adicional
• Have students work in pairs. Have one student select an ailment and explain it Realia, ilustraciones, 10 min.
to their partner. Their partner should then give them some advice by diapositivas
recommending a remedy.
• Circulate and monitor students as they talk, making a note of any interesting
exchanges. Then, nominate individual pairs to perform their conversations for the
rest of the class. Ask the remaining students if they feel as though the patient got
the best advice and have them offer alternative remedies if necessary.
Cierre
n n
With a partner, select an Give orders or instructions in Heteroevaluación
ailment and explain it to him or different contexts
her; he or she should give you
some advice by recommending I
remedy; act out the dialogue in
front of the class; have a vote on
the best advice an offer
alternative remedies to that
situation specifically.
13
Apertura

•You may choose to have students first discuss the questions in pairs or groups 2 Adicional
before sharing their answers with the rest of the class. P.19 (Ex. A)
• Nominate individual students to share their answers.
• Expand the discussion by asking students to talk about their friends’ and family
members’ sleep habits.
n n
Discuss the questions in exercise Discussion on different topics Evaluación Paritaria
8 after going over the
instructions to it; share answers
with the class; use the same
questions to talk about their
friends’ and family members’
sleep habits.
Desarrollo

(On-line)
Adicional
• Before starting the exercise, have students close their books and say what My English in Action 10 min.
advice and instructions they might give to someone for sleeping better. Write 2
their suggestions on the board. P.19 (Ex. B)
• Have students open their books. Nominate six students to read the text in pizarrón,
exercise B to the rest of the class. Ask each student to read one tip. marcadores
• Have students identify which of their predictions were in the text. Have them
discuss whether those predictions that were not found in the text are worth
including. Have them give reasons to support their answers.
n n
With books closed, brainstorm Practice on Giving orders or Heteroevaluación
ideas on sleeping better and instructions in different contexts
dictate your ideas to the teacher
to write on the board; open the
book to exercise B and read the
assigned text to the rest of the
class; discuss which ideas were
predicted before reading the
paragraphs and identify those
that were not found in the text
giving reasons to support their
validity.
(On-line)
Adicional
•Before starting the exercise, ask students to underline the imperatives in the My English in Action 20 min.
text. Have students confirm why imperatives are used. 2
• Have students turn to exercise C and go over the instructions. P.19 (Ex. C)
• Have students work in pairs. Ask them to take turns reading the problems to
each other and offering advice and instructions.
• Circulate and monitor students as they work. Ensure that they are using
imperatives to give advice and instructions.
n n
Find and underline all Practice on Giving orders or Coevaluación
imperatives in the text in instructions in different contexts
exercise C; Go over the
instructions and answer the
exercise with a partner taking
turns reading the problem to
each other and offering advice
and instructions; be sure to use
imperative forms
(On-line)
Adicional
• Form groups of students and have them look at the school signs in exercise A. My English in Action 10 min.
Ask them to discuss the following questions: Why are there signs at school? Why 2
is it important to follow these school rules? P.20 (Ex. A)
• After students have had sufficient time to discuss the signs, reconvene the class,
and ask a member of each group to summarize his or her group’s discussion for
the class.
n
In small groups, discuss the Practice on Giving orders or
information in the science in instructions in different contexts
exercise A; nominate member of
the group to summarise the
groups discussion for the class.
(On-line)
Adicional
• Have students copy or take photos of two signs at school. If they have digital My English in Action 10 min.
cameras or cell phones with picture taking capabilities, they can take photos and 2
show them to the class later on. If they are not able to take a photo, they can P.20 (Ex. B),
sketch the sign to show the design. ilustraciones,
• Discuss the meanings of these signs with the class. Invite students to talk about diapositivas
Cierre
safety issues and rules at school.

n n
Copy of take photos of two signs Practice on Giving orders or Heteroevaluación
at school I'm discussed means of instructions in different contexts
designs with the rest of the
class; have a discussion about
the safety issues and rules at
school.
14
Actividad del Docente Recursos Utilizados Práctica en línea (On-line) Duración
• Have students name some blogs they are familiar with. Then, ask My English in Adicional 10 min.
students if they know how to create a blog. Action 2
• Have students order the instructions in their book on how to create a P.21 (Ex. A)
blog. Finally, check answers with the class.
Actividad del Estudiante Duració Producto de aprendizaje Tipo de Evaluación Ponderació
Apertura
n esperado n
Brainstorm the names of Answered exercises in My Autoevaluación
some blocks that are English in Action 2
familiar and discuss what is
necessary to create a blog;
look at exercise A and order
instructions in their book on
how to create one; share
answers with the class
Desarrollo

Adicional
• Write the words first, next, then, after this and finally on the board. My English in 10 min.
Tell students these words are used to show the sequence of events. Action 2
• Have students write in their notebook the steps in Exercise A in the P.21 (Ex. B)
correct order using sequence words. Give students time and check pizarrón,
answers with the class. marcadores
n esperado n
Look at the words on the Sequence of events to Autoevaluación
board and use them to write create a blog in order in
in the notebooks the steps their notebooks
in exercise A in the correct
order, share answers with
the class.
Adicional
• Have students turn to exercise C and go over the instructions. My English in 10 min.
•Have students work in small groups, ask them to decide on a blog Action 2
they would like to create. Explain to students they should follow the P.21 (Ex. C)
steps in Exercise A. If it is possible, coordinate this activity with the IT
teacher.
n esperado n
Covered instructions to Practice on giving orders or Evaluación Paritaria
exercise see; in small groups instructions in different
decide on the creation of a situations
blog following the steps in
exercise A.
Adicional
•Ask students if they have participated in a videoconference. Have My English in 10 min.
students mention different videoconference platforms they are familiar Action 2
with. P.21 (Ex. A)
• Then, ask students to complete the steps on how to use a
videoconference in exercise A by using a word from the box.
• Check answers with the class.
n esperado n
Brainstorm ideas how to set Answered exercises in My Autoevaluación
up a video conference and English in Action 2
the platforms that are
familiar; complete the steps
in exercise A by using the
word from the box; share
answers with the class.
Adicional
• Have students turn to exercise B and go over the instructions. My English in 10 min.
•Have students work in small groups. Ask students to plan a Action 2
videoconference to discuss the content they would like to include in P.21 (Ex. B)
their blog. If possible, have students record their videoconference and
send you the link.
Actividad del Producto de aprendizaje Tipo de Evaluación Ponderació
Estudiante esperado n
In small groups, plan a video Recording of video Heteroevaluación
conference to discuss the conference
content you would like to
include in the blog you
created in the previous
activities; record your video
conference and share the
link with the class.
Adicional
•Elicit what a Bluetooth speaker is. Ask students if they know how to My English in 10 min.
connect Bluetooth speakers to their cell phones. Action 2
• Have them search on the internet for the steps on how to do it. P.21 (Ex. A)
• Then, ask them to explain the steps to a partner.
• Finally, have volunteers say the steps to the class.
Cierre
n esperado n
Discuss how to connect a Practice on giving orders or Autoevaluación
Bluetooth speaker to a cell instructions in different
phone; search on the situations
Internet for the steps on
how to do it; without
looking at your cell phone
explain the steps to a
partner; finally, explain the
steps to the whole class.
15
• Explain to students that a delivery company is a business that delivers packages My English in Action (On-line) 15 min.
and letters. Also explain that season refers not only to fall, winter, spring, and 2 Adicional
summer, but also to other times of year such as holidays, the beginning of the P.22 (Ex. A)
school year, and so on. listening track 9,
• Use the questions to talk about delivery companies, and busy seasons for reproductor de
delivering packages. audio
• Read the passage aloud, or play the recording, and answer any questions
students may have.
• Invite volunteers to take turns reading each paragraph aloud. Remind students
Apertura
that periods and commas give clues where to pause while reading a text aloud.
n n
Listen to the explanation about Group discussion orders and Heteroevaluación
delivery companies on seasons; instructions in different situations
have a discussion about delivery
companies using the questions
in exercise A; listen to the
passage and clear up any
questions you might have; take
turns with other classmates
reading each paragraph aloud.
Desarrollo

(On-line)
Adicional
• Review what students have learned about arguments. Ask: What is an My English in Action 15 min.
argument? Why should you provide evidence about an argument? 2
• Have students answer questions 1, 3, 5, and 7 in exercise B according to what P.23 (Ex. B)
they think. Then, have them read the article and the job ad to find evidence that
supports their answers.
• Call on students to share their answers with the class. Ask them to say what
part of the passage or advertisement contains the information that they needed
to answer each particular question.
• Finally, refer students to the blue note. Ask for a volunteer to read it aloud.
Have students give you examples of argumentative texts they have recently read.
n n
Recall information about Answered exercises in My English Heteroevaluación
arguments; go to exercise B and in Action 2
answer questions 1, 3, 5, and 7
without reading the article; read
the article and the job ad to find
evidence that supports answers;
share answers with the class and
be prepared to point out the
part of the paragraph where the
information is based on; as a
class, analyse information in the
blue note and offer examples of
argumentative texts.
(On-line)
Adicional
• Do the Before You Watch exercises as a class before you play the video. This will My English in Action 15 min.
give students the language they need for a successful experience. 2
• Go over the actions in Exercise C with the class and clarify the meaning of any P.23 (Ex. C)
the students don’t know. video del bloque,
• Play the video and have students do the exercise. Then go over the answers as a reproductor de
class. video
n
Work with there before you Answered exercises in My English Heteroevaluación
watch exercises as a class and in Action 2
concentrate on the language
and vocabulary needed to
understand the video; go over
the actions in exercise C and
clear up any vocabulary
questions; watch the video
while answering exercise C;
share answers with a class.
(On-line)
Adicional
• Have students record themselves reading the passage from Exercise A aloud. Realia, ilustraciones, 15 min.
• Play the recording and give each student feedback on his or her pronunciation diapositivas
and intonation. Giving students this kind of feedback can help them develop their
reading fluency.
Cierre
n n
Select a passage from exercise A Recording some mobile devices Lista de cotejo
and read it aloud while
recording yourself on a mobile
device; play the recording to the
teacher in order to get feedback
on pronunciation an intonation.
16
• Have students follow along as you read the passage aloud. Invite volunteers to 2
take turns reading aloud. Model correct pronunciation as necessary. P.24 (Ex. A)
• Check comprehension by asking questions about the reading. Prompt students Adicional
to use complete sentences in their responses.
Actividad del Estudiante Duración Producto de aprendizaje esperado Tipo de Evaluación Ponderació
n
Listen to the teacher Practise pronunciation and intonation Autoevaluación /
Apertura
reading the passage aloud Lista de cotejo

and take turn with other
classmates reading the
same passage to the rest
of the class; answer any
comprehension questions
the teacher might have.
Desarrollo

(On-line)
Adicional
• Have students bring a photo of a relative. My English in Action 10 min.
• Ask the class about their family members. Use the possessive form whenever 2
possible. For example: Where does Eric’s brother live? How often does your P.24 (Ex. B)
brother exercise?
n
Bring a family photo to Answered exercises in My English in Heteroevaluación
the class and share it with Action 2
your classmates; answer
questions about your
relatives on ask questions
about your classmates’
relatives; answer the
questions in exercise B.
(On-line)
Adicional
• Have students write a paragraph about the relative whose photo they showed My English in Action 20 min.
to the class in Exercise B. Encourage them to include information about his / her 2
daily activities. P. 24 (Ex. C)
• Remind students to use the possessive apostrophe to show possession. cuadernos
n
Using the information in Answered exercises in My English in Autoevaluación
exercise B about the Action 2
photograph brought into
the class, write a
paragraph about the
relative whose photo was
shown in class.
(On-line)
Adicional
• Circulate as students work and answer any questions they may have. My English in Action 5 min.
• When students are finished, have them give their partner’s notebooks back. 2
Invite volunteers to read their papers aloud. P. 24 (Ex. D)
n
Finish your progress from Paragraphs written down in the Heteroevaluación
the previous exercise and notebooks
exchange notebooks with
a partner; read the
paragraphs allowed in
front of the class.
(On-line)
Adicional
• Elicit common phrases and questions students use when they go shopping. 2
• Then, ask them to read the dialogue, and complete it with the phrases in the P. 25 (Ex. A)
box. Have students compare their answers.
• Finally, ask for two volunteers to read the dialogue aloud.
Actividad del Producto de aprendizaje esperado Tipo de Evaluación Ponderació
Estudiante n
Go over the instructions Answered exercises in My English in Autoevaluación
to exercise A; elicit Action 2
common phrases and
questions there are used
when going shopping;
complete the dialogue in
the exercise with the
phrases in the box; read
the dialogue aloud with a
partner in front of the
class.
(On-line)
Adicional
• Have students turn to exercise B. My English in Action 5 min.
•Read the instructions with students. Explain to students that to answer that kind 2
of exercise, they should first read the sentence and identify if it refers to a daily P. 25 (Ex. B)
activity, an activity that is in progress, or an imperative.
• Have students work individually. Monitor and provide help. Check answers with
the class.

n
Go over instructions to Answered exercises in My English in Autoevaluación
exercise speak with the Action 2
teacher and listen to their
recommendations to
answer it; answer the
exercise individually and
share your answers with
the class.
(On-line)
Adicional
• Read each I can statement with students. 2
• Give them time to reflect on their performance after you read each statement. P. 25 (Ex. C)
• Then have students mark the correct column (happy face, neutral face, or sad
face) according to their performance.
• Finally, ask students to list the actions they will do to improve their
performance.
Cierre
n
Go over the instructions Answered exercises in My English in Autoevaluación
to exercise C; read the I Action 2
can statements as a class;
take time to reflect on
performance; mark the
column according to
performance; finally
discuss some actions to
improve performance.
Recursos por utilizar

Materiales Equipo
My English in Action 2, cuaderno, hojas de máquina, pizarrón, Reproductor de audio, reproductor de vídeo, conexión a internet, dispositivos
marcadores. móviles.
Referencias
Bibliográficas Internet; otras fuentes
Get Close 2, Robin Longshaw, Sarah Brown, Becky Tarver-Chase, La Práctica en línea (On-line) Adicional referida y más recursos completos
National Geographic Learning disponibles en:
https://myelt.heinle.com/ilrn/classContent/bookList.do#/activity/book/NE_2E_A
Validación
Elaborado por: Recibido por: Avalado por:
Lic. Martha Enriqueta Enciso Rodríguez Lic. Paola Delfina Villanueva Terán Lic. Martha Enriqueta Enciso Rodríguez

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SECRETARÍA DE EDUCACIÓN PÚBLICA

SUBSECRETARÍA DE EDUCACIÓ N MEDIA SUPERIOR

Instrumento de registro de la Planeación Didáctica

Asignatura o submódulo: Semestre Carrera Periodo de la

Transversalidad con otras asignaturas

Propósito formativo de la asignatura

Aprendizajes Communication and interpersonal relationships. Integration of learning communities.

Proceso de aprendizaje N/A

G4 Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la

Actividad del Docente Recursos Utilizados Práctica en línea Duración

Actividad del Docente Recursos Utilizados Práctica en línea Duración

• Explain the concepts if necessary.

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up. She gets up.

Actividad del Docente Recursos Utilizados Práctica en línea Duración

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• Have students turn to exercise A and go over the instructions. marcadores,

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• Call on students to read each sentence aloud.

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Actividad del Docente Recursos Utilizados Práctica en línea Duración

Actividad del Docente Recursos Utilizados Práctica en línea Duración

Actividad del Docente Recursos Utilizados Práctica en línea Duración

Actividad del Docente Recursos Utilizados Práctica en línea Duración

Actividad del Docente Recursos Utilizados Práctica en línea Duración

Actividad del Estudiante Producto de aprendizaje esperado Tipo de Evaluación Ponderació

Actividad del Docente Recursos Utilizados Práctica en línea Duración

Actividad del Docente Recursos Utilizados Práctica en línea Duración

safety issues and rules at school.

Actividad del Docente Recursos Utilizados Práctica en línea (On-line) Duración

Actividad del Docente Recursos Utilizados Práctica en línea Duración

reading the passage aloud Lista de cotejo

Actividad del Docente Recursos Utilizados Práctica en línea Duración

Actividad del Estudiante Producto de aprendizaje esperado Tipo de Evaluación Ponderació

Recursos por utilizar

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