Subsecretaría de Educación Media Superior

Coordinación Sectorial de Desarrollo Académico

SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR

INSTRUMENTO DE REGISTRO DE ESTRATEGIAS DIDÁCTICAS
3er PARCIAL (Secuencia didáctica 7)
IDENTIFICACIÓN
Institución: Dirección General de Educación Tecnológica Agropecuaria y Ciencias del Mar.
Elia C. Rosales Galindo, María Antonia Pavón Arias, Alberto Miranda Tello.
Plantel: Centro de Estudios Tecnológicos del Mar 07 Profesor(es): Alan Ulises Flores Vivanco y Sergio Edson Hernández Anaya.
Asignatura: Inglés 3 Acuacultura Periodo de aplicación: Del 13 de noviembre
al 01 de diciembre
Semestre: Tercero Carrera: 31A1
Buceo Deportivo Duración en horas: 9 horas
31D1 Fecha de elaboración: 25 de agosto de
Ciclo escolar: agosto 23 – enero 24 2023

INTENCIONES FORMATIVAS
PROPÓSITO DE LA ASIGNATURA: By the end of the third semester of English the student reads, writes, understands and exchanges
information about him/herself and others according to the context and time he/she is situated.
Eje:
Componente: The justification of the students’ opinion with an argument. The solid construction of one ́s original perspective.
CONTENIDO CENTRAL: CONTENIDO(S) ESPECÍFICOS
Students can express facts that are always true, such as rules or facts. What personal activities did you start six months ago and you still do? (Present
What life experiences do you have? perfect)
APRENDIZAJE(S) ESPERADO(S)
A Student identifies activities that started sometime in the past but haven’t concluded yet and have an impact in his or her present in a time line.
COMPETENCIAS GENÉRICAS Y ATRIBUTOS
4. The student listens, interprets, and communicates messages relevant to different contexts by using appropriate means, codes and tools.
4.2 He/She uses different communicative strategies according to the audience, context and his/her objectives.

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Coordinación Sectorial de Desarrollo Académico

COMPETENCIAS DISCIPLINARES
11. Communicates in a foreign language through a logical speech, oral or written, consistent with the communicative situation.
HABILIDADES SOCIOEMOCIONALES
Construye T program application: Conóce T. Self-knowledge ability.
TÉCNICA DE ENSEÑANZA
Collaborative work. Context situation application. Practical problem solution. Expository techniques

EJERCICIO DE TRANSVERSALIDAD
Campo Disciplinar Matemáticas Ciencias Comunicación Humanidades Ciencias Sociales Módulo Profesional
Experimentales

Asignatura/Módulo/
Submódulo

Aprendizaje
esperado

Contenido central

Contenido específico

Productos esperados

Proyecto integrador o Picture dictionary/Glossary about my professional area

producto esperado
Actividades de The teacher asks
students to know the
enseñanza
vocabulary about tools
or instruments from
their professional

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Coordinación Sectorial de Desarrollo Académico

areas.
Students prepare a
picture dictionary
about the topic.
The teacher asks
students to prepare the
vocabulary according
to the lessons and/or
practices from their
area,
Students introduce
their vocabulary in
small groups.
The teacher gives
feedback to students
about the activity.

Close stage
Momento
Instrumento de Rubric
evaluación

ACTIVIDADES DE APRENDIZAJE
APERTURA
Producto(s)
Actividades de enseñanza Actividades de aprendizaje Aprendizaje (s) Evaluación Duración
de
esperado (s) Competencia (s) (tipo/instrumento
El docente: El estudiante: aprendizajes
/ponderación)
esperados
Gives students a quiz to Answers a quiz to identify A Student 4. The student listens, solved quiz Diagnostic 2 hours
identify their previous his/her previous knowledge. identifies interprets, and (regular and and
knowledge about regular activities that communicates irregular verbs) formative
and irregular verbs in started messages relevant to Checklist
simple past and past Mentions orally some sometime in different contexts by classification of 10%
participle. the using appropriate regular and
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 Subsecretaría de Educación Media Superior
Coordinación Sectorial de Desarrollo Académico

experiences they have had in past but means, codes and irregular verbs
their lives. haven’t tools. activity
Forms small teams to concluded yet 4.2 He/She uses
classify regular and Classifies verbs into regular and have an different information
irregular verbs (simple and irregular forms in simple impact in his or communicative about present
past and past participle), past and past participle, her present in a strategies perfect
adding 10 verbs at least writing 10 verbs at least in time line. according to the
for each category. each category. audience, context
and his/her
Identifies students’ objectives.
regular and irregular presents his/her regular and
verbs previous irregular verbs classification.
knowledge reviewing the
classification students
carried out in the
previous activity, so asks
students to present their
verbs classification.

Asks students to practice

the past participle of the
verbs developing a Practices the past participle of
gaming strategy in the the verbs by a gaming
class. strategy.

Asks students to mention

some experiences they
have had in their lives

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Coordinación Sectorial de Desarrollo Académico

and write their answers Mentions some ideas about

on the board using different experiences they
present perfect. have had in their lives.

Asks students to deduce

the grammar structure to
make affirmative and
negative sentences in Deduces the grammar
present perfect using the structure to make affirmative
written sentences. and negative sentences in
present perfect.
Assigns homework to
students about
investigating information
related to the present
Investigates information
perfect grammar
about the present perfect
structure and its
grammar structure and its
functions in the
functions in the
communicative language.
communicative language.

DESAROLLO
Producto(s)
Actividades de enseñanza Actividades de aprendizaje Aprendizaje (s) Evaluación Duración
de
esperado (s) Competencia (s) (tipo/instrumento
El docente: El estudiante: aprendizajes
/ponderación)
esperados
Reviews students’ Participates reading the A Student 4. The student Solved exercises Formative 4 hours
homework asking some of information he/she identifies listens, interprets, Checklist
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them about the investigated about the present activities that and communicates 30%
information they wrote perfect. started messages relevant
about the present perfect. sometime in to different
the past but contexts by using
Presents and explains the Takes notes about the topic haven’t appropriate means,
grammar structure and the and comments his/her doubts concluded yet codes and tools.
function of the present or questions about it too. and have an 4.2 He/She uses
perfect using TICs. Asks impact in his or different
students to take notes her present in a communicative
about the topic and time line. strategies
comment their doubts or according to the
questions about it too. audience, context
and his/her
Give students some objectives.
Answers some exercises to
communicative activities to
practice the topic by activities
practice the topic such as
with communicate approach.
written and online
exercises using printed or
digital material.

Asks students orally some

questions about academic Interviews a classmate about
or personal experiences academic or personal
using present perfect, and experiences using the present
gives them a survey in perfect.
order to interview a
classmate to practice the
topic.

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Coordinación Sectorial de Desarrollo Académico

Evaluate students’ oral

production when they are
interviewing a classmate.

Gives students some

written exercises to
Answers some written
practice interrogative
exercises in order to practice
sentences In present
the topic.
perfect.

Retroalimentación Teacher gives students some links in order to watch videos with extra information and extra exercises for practicing the topic.
Also, she gives students formal and informal feedback about their learning progress.

CIERRE
Producto(s) de
Actividades de enseñanza Actividades de aprendizaje Aprendizaje (s) Evaluación Duración
aprendizajes
esperado (s) Competencia (s) (tipo/instrumento
El docente: El estudiante: esperados
/ponderación)
Asks students to write Writes some questions and 4. The student 4. The student A survey: Summative 3 hours
some questions and preparing a survey to listens, listens, interprets, Students walk Checklist
preparing a survey to interview a classmate about interprets, and and communicates around the 35%
interview a classmate his/her academic or personal communicates messages relevant class getting
about his/her academic experiences using present messages to different information of
or personal experiences perfect. relevant to contexts by using activities that
using present perfect. different appropriate means, started in the
contexts by codes and tools. past but have an
Asks students to use the Designs a line time using using 4.2 He/She uses impact in

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Coordinación Sectorial de Desarrollo Académico

information and design a Power Point with information appropriate different the present, and
line time using Power from his/her classmate to means, codes communicative report the
Point with information present the activity orally in a and tools. strategies information
from his/her classmate to plenary. 4.2 He/She uses according to the obtained.
present the activity orally different audience, context
in a plenary. communicative and his/her A time line
strategies objectives.
Review the sentences Presents his/her line time according to
that students’ orally and listens to teacher’s the audience,
presentations and gives feedback about the topic. context and
feedback about the topic. his/her
objectives.
Tests students’ learning
Answers a quiz in order to
by a quiz. evaluate his/her learning.
Retroalimentación The teacher gives students formal and informal feedback about the grammar topic and the writing and speaking activities.

RECURSOS
Equipo Material Fuentes de información

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 Subsecretaría de Educación Media Superior
Coordinación Sectorial de Desarrollo Académico

Laptop, projector, and speaker Book or photocopies BÁSICA:

Notebook Burkholder Aaron (2020). Horizons 3 student´s book. Cambridge, 2nd edition.
Markers FUENTES ELECTRÓNICAS:
Eraser https://www.youtube.com/watch?v=6ATj9Do_RL8
Pens https://agendaweb.org/exercises/verbs/present-perfect-simple
https://agendaweb.org/exercises/verbs/present-perfect-multiple
https://agendaweb.org/exercises/verbs/present-perfect-sentences
COMPLEMENTARIA:
Dirección General de Educación tecnológica Agropecuaria y Ciencias del Mar (2020),
Cuadernillo para el estudiante inglés 3,

VALIDACIÓN
Elaboró Revisó Validó Avaló

M en Ed. Elia Cristina Rosales Galindo M en Ed. Elia Cristina Rosales Galindo M.C Jaime Rodríguez Lara M.C Pedro Emilio Aguileta Cobos
Docente(s) Jefa del Dpto. Académico y de Subdirector Académico Presidente del Consejo Técnico
Competencias Académico