SECRETARA

DIRECCIN
DIRECCI

DE EDUCACIN PBLICA
GENERAL DE FORMACIN Y DESARROLLO DE DOCENTES
N DE FORMACIN DOCENTE
INSTITUTO JAIME TORRES BODET
LIC. EN EDUCACIN SECUNDARIA
ESPECIALIDAD: LENGUA EXTRANJERA (INGLS)

PLANEACIN ARGUMENTADA
Name of the school: Escuela Secundaria Federal N 10 Gustavo Daz
Ordaz.

Grade: 1

Unit: III Participate in language games to recognize and comprehend

future tense in forecasts.

Session: A month

Context:
1A

Environment: Literary and

El contexto de la Escuela
Secundaria es una zona urbana y
cntrica, cuenta con 6 edificios. El
grupo 1A est integrado por 40
alumnos, el aula se encuentra en
buenas condiciones, pero es muy
pequeo para el nmero de
estudiantes.
El saln tiene 2 pizarrones, 2
escritorios y un proyector. El 1 A
es un grupo trabajador y
controlable, son muy participativos,
la mayora de las veces estn
prestando atencin, pero a pesar

Group Diagnostic:

Group: A, B, C y F

Number of students: 40 -45

Ludic

del tiempo que se lleva estar en un

saln de clases ese grupo se
mantiene tranquilo, hay 5 nios
que estn identificados por su
comportamiento, pero son
controlables.

1B
El grupo 1B est integrado por 39 alumnos,
Los estudiantes son un poco inquieto, si uno
tiene una actitud positiva y les habla en buen
sentido se tranquilizan no es necesario llegar
a los gritos para mantener el orden, en las
actividades que el maestro les pona trabajan
muy bien, son muy participativos, solo hay
2 nios que meten el desorden al grupo pero
no es nada difcil de controlarlos, algunos de
los alumnos al momento de participar tienen
miedo de decirlo, pero la motivacin que
tiene es muy buena y ellos mismos generan
confianza para poder participar.

1C
El grupo 1C est integrado por 38
estudiantes, es un grupo hiperactivo y la
mayora de los alumnos son callados y por
lo que pude notar que no les gusta
participar, pero el maestro les ha puesto
actividades, dinmicas y todos los das

motivarlos y as poder tener una mejor

comunicacin.

1F
Los alumnos de 1F es uno de los
mejores grupos porque tienen una
actitud positiva con ganas de aprender,
son participativos, el maestro los
motiva, les gusta que el maestro pongan
dinmicas, tienen una buena
comunicacin, solo 3 nias son las que
luego meten el desorden pero
cambindolas de lugar es cuando el
grupo vuelve a estar tranquilo y ellos
mismos se controlan.

Social practice of the language:

Participate in language games
to work with specific linguistic

Topic: Participate in language games to

recognize and comprehend future tense
in forecasts.

Contents:
Doing with the language
Check written forecast examples.
Identify situations in which forecasts are

aspects.

made.
Recognize topic, purpose and intended
audience.
Distinguish graphic and text components.
Understand characteristics of the future tense.
Listen to the reading of forecasts containing
verb forms in future tense.
Identify sentences that express future
situations and conditions, and their
composition.
Classify sentences according to the future
verb form.
Complete sentences with words used in future
situations and conditions.
Compare sentences that express future
situations to those that express past and/or
present situations.
Answer questions formulated to create
forecasts based on current situations.
Write sentences that express future tenses, in
order to make a forecast.
Write words that express future tense.
Write questions about future situations.
Complete sentences with the future verb form.
Arrange sentences in a sequence.
Write down sentences to make a forecast
about a real or fictitious situation.
Knowing about the language
Verb tenses: present, past, future (will, shall,
be + going to).
Sentence types.
Non-frequent or absent letter groups found in
mother tongue. (e.g., sh, ll).
Conventional writing of words.
Punctuation: apostrophe.
Being through the language

Promoter feedback among classmates.

Show a good attitude to auto-evaluate
possibilities and capacities.

Standards:
1. Comprehension
1.1. Listening
1.1.1. Understand main ideas in
spoken texts of familiar and
common matters.
1.1.2. Understand some
expressions and words related to
specialized areas of knowledge.
1.1.3. Use known resources and
strategies to interpret oral
messages.
1.1.4. Monitor the oral
production of others to adjust
the interpretation of the
message.

1.2. Reading

1.2.1. Understand texts written

in common and colloquial
English.
1.2.2. Identify meaningful and
relevant ideas in texts on
everyday topics.
1.2.3. Understand instructions to
interact with common objects.
1.2.4. Identify unknown words in
texts of personal interest based
on previous knowledge.
1.2.5. Distinguish main ideas
from ideas that expand, explain
or exemplify them.

2. Production
2.1. Speaking

2.1.1. Have a range of strategies

to open, keep, and close simple

Type of class:
Presentation
Practice
Production

Skills developed:
Writing
Listening
Reading
Speaking

Didactic Strategies:
-Presentation
-Project approach
-Method of questions
-Simulation and game
- Based learning problems
-Role play
-Brainstorm

interactions on familiar topics or

personal interest.
2.2.2. Use strategies to
formulate, pick up the
conversation, check
understanding, and collaborate
in the development of the
conversation.
2.2.3. Join short structures and
expressions together to form
sequences of ideas.
2.2.4. Ask questions to get more
detailed information in an
interaction.

2.2. Writing

2.2.1. Write short and structured

texts related to familiar topics or
personal interest.
2.2.2. Give some details to
complement the text.
2.2.3. Use linguistic strategies to
organize and highlight
information
2.2.4. Create alternative ways to
express a similar meaning.
2.2.5. Use strategies to plan and
edit written texts.

3. Multimodality

3.1. Identify some conventions

of audiovisual media, for
example, sound effects, camera
angle, among others.
3.2. Identify differences between
graphic and textual symbology
of similar situations.
3.3. Use visual resources to
complement the general
meaning of oral and written
texts.
3.4. Associate body and visual
language with oral language.

3.5. Infer topic and addressee of

outlines through graphic or
textual components.

4. Attitudes towards language

and communication.
4.1. Show confidence and
assertiveness in oral and written
interaction.
4.2. Act ethically, respect,
kindness and courtesy in daily
coexistence.
4.3. Acknowledge the
importance of entertainment
offered by different cultural
expressions.
4.4. Show a positive attitude
toward learning, selfassessment, and development
of autonomy.

Didactic Material:
Flashcards
Blackboard
Projector
Copies

Learning of Assessment:
- Evaluation Instruments:
- Evaluation Criteria:

ACADEMIC
ACHIEVEMENT LEVEL

CRITERIA

Student gets a high academic

achievement in the school period

WRITING TEXTS

Student gets a successful

academic achievement in the
school period

PROYECTS BY
GROUPS

Student gets enough academic

achievement in the school period

e-PORTAFOLIOS

Student gets an elementary

academic achievement in the
school period

RUBRIC

DIRECT
OBSERVATION

6 ORAL ,AND WRITING

TESTS

SECUENCIA DIDCTICA
SEMANA: January 18th 22nd

SESSION 1
SESSION 2
SESSION 3
Achievements:
Compares sentences that express future situations to ones which express past and/or present
situations.
Formulates and answers questions in order to understand forecasts.
Presentation
Practice
Production
Proposal
aim:
The
by
end
of
Proposal aim: The by end of the
Proposal aim: The students will be
the
lesson
the
students
will
be
lesson the students will be able to
able to participate in language games
able
to
Participate
in
language
participate in language games to
to work with specific linguistic
games
to
work
with
specific
work with specific linguistic aspects
aspects Using Memory game Making
linguistic aspects Using Song
using fill in the blank making
emphasis on Simple present.
making emphasis on Simple
emphasis on simple present.
Main aim: Write their personal
present.
Main aim: write their likes and
interests as hobbies.
Main aim: write their favorite
dislikes about the sports.
movies and describe.
curricular standard:
curricular standard:
Writing
Writing
curricular standard:
-Write short and structured texts
-Participate in exchanges on everyday
Writing
related to familiar topics or personal
topics and familiar environments.
-Use linguistic strategies to
interest.
organize and highlight
Possible problems: The students
Possible problems: The students will
information.
can confuse the location of the verb.
have difficulties to structure
sentences.
Possible problems: The
Possible Solutions: The teacher
Possible Solutions: The teacher will
students will can confuse that an
will help students to structure
help students to structure questions
"s" placed at the end of a verb
sentences correctly with the
correctly and sentences.
indicates third person singular.
auxiliary Do/Does.
Possible Solutions: The teacher
will help students to structure
sentences correctly.
Subsidiary aim
Subsidiary aim
Grammar: Simple present
Grammar: Simple present
Affirmative
Affirmative
Student-teacher
Vo. Bo.+ verbs + complement.
Subject + verbs + complement.
Subject
Tutor de la Esc. Secundaria
Negative
Negative
Subject + auxiliary don`t/doesn`t +
Subject + auxiliary
vebs.
don`t/doesn`t + vebs.
_____________________________________
Interrogative
Interrogative
Luz Karina Cruz Ruiz
__________________________________
Auxiliary Do / Does+ subject +Mtro. Alejandro
Auxiliary
Do / Does+ subject +
Hernndez Aguilar

Subsidiary aim
Grammar: Simple present
Affirmative
Vo. Bo.
Subject + verbs + complement.
Asesor de OPD
Negative
Subject + auxiliary don`t/doesn`t +
vebs.
Interrogative
_______________________________________
Auxiliary
Do / Does+ subject +
Mtro. Ignacio Delgado Castellanos