PLANEACIONES DE CLASE DEL PRIMER BLOQUE DE

INGLES I

PROFESOR:JUAN MANUEL CABRALES

PLANEACION DIDACTICA PERIODO:26 Noviembre-30 de noviembre 2018 SECUENCIA
DIDÁCTICA 15
Telesecundaria Num. 374 Mano Amiga 2º. A Durango, Dgo.

2018 - 2019 GRADO: 2º GRUPO: __”A”__

PROFESOR: INGLES II FECHA: _________________
Unit 1: People and Animals
Propósito:
1.1. Expressing (in)ability in the present Sample productions: He/She is a
singer/an architect/…, he/she can sing very well/design buildings/…; Can
you play the guitar/speak French/…?; Yes, I can; No, I can’t (, but I can play
the harmonica/speak English/...).

1.2. Describing people and animals Sample productions: Zebras are

beautiful. They have black and white stripes. They live in the jungle. They eat
grass.; Luis/Erika is medium height/thin/… and has big brown eyes. He/She is
very nice; Is he/she curious/short/…?; Yes, he/she is; No, he/she isn’t; Do
elephants have long ears/black eyes/…?; Yes, they do; No, they don’t; What
does Luis/Erika look like?; He/She is tall and plump; What’s Luis/Erika like?;
He/She’s tall/responsible/…(. He/She always does her homework/arrives on
time/…); What’s your dog like? It’s fat/lazy/…
REFLECTIO STRATE
LESS
Social PERFORMA N ON GIC UNIT FOCUS
ON TEAM
Practice NCE LANGUA COMPE
S
EVIDENCE GE TENCE
1. Me Giving sudents Students Student This unit
eting your and can notice: s can recycles
a new obtainin recognise • that the use language
teacher g factual and modal some from 1st
informati understan verb cani verbal grade Unit 1,
2. This
on of a d ndicates and/or (occupations
is your
personal quotidian present non- ) and Unit 4,
schoolprin
and non- texts ability verbal (describing
cipal
personal (classified and has informa routines),
3. Wh kind advertisem a regular tion to while
at time do ents, form for ease at the same
you have 1.1. letters/em all and time
your Expressin ails, persons enrich introduces
english g magazine/ • the commu language
class? (in)ability newspaper meaning nication used to
4. Rox in the articles of What’s . describe
ane gets present and somethin – Can (in)ability,
up at six o’ Sample conversati g/someo rely on physical
clock producti ons) in ne like? gesture appearance
ons: order to when s, facial and personal
5. mi
use them used in expressi qualities. Fun
He/She is
uncle is purposefull the ons and ctions
a
stall and
singer/an y (obtain context visual 1.1 and 1.2 s
thin
architect information of context hould be
6. Wh /…, /learn descriptio . treated
at does he/she about ns – Can sequentially
your can sing people’s • that rely on first, and be
teacher very and adjective backgr integrated
look like? well/desi animals’ s have a ound later
7. Ca gn (in)abilities, fixed noise, on. Function
n you buildings appearan order: size tone of 1.1 should be
drive a /…; Can ce and + colour voice. fairly easy for
car? you play qualities, (e.g. She – Can students and
the habits/ has big adjust should take
8. Ele
guitar/sp routines). browneye pace less time for
phants – Can use s) accordi presentation.
eak
have big knowledge • that ng to Function
French/
ears and of the some punctu 1.2heavily
…?; Yes, I
black eyes world and words are ation focuses on
can; No,
9. Wh I can’t (, clues used to marks presentation
ales are but I can (illustrations replace a when of
very play the ) to make proper reading vocabulary
intelligent. harmoni predictions noun aloud/si used for
ca/spea about the (e.g.Mari lently. descriptions
10. Wh
k texts. a is a Student (adjectives),
ats i s your
English/... – Can nurse Shei s can and
mother
). identify the s kind recogni integrates
like?
1.2. overall Everybod se that with
11. I Describin message y likes her when previous
sometimes g people and some Hercousin confuse knowledge
play and details is a d and from 1st
soccer animals ((in)abilities doctor) use grade (Unit
12. Ho Sample , physical • that verbal 4, the
w often producti characteris some and/or present
do you go ons: tics, linking non- simple tense
the Zebras routines/ devices verbal for habits/
movies? are habits) indicate langua routines, as
beautiful and addition ge to well as
13. Do
. They discriminat (“,”, and) repair frequency
you now
have e relevant while commu adverbs). This
seahorses
black from others nication function
?
and irrelevant indicate breakd opens up
14. Lea white information contrast owns. possibilities
rn about stripes. , in order to (but), or – Can for work with
koalas They live identify a alternativ support academic
15. Do in the person or e (or) messag texts. Internet
animals jungle. his/ and use e with is an
have They eat her main such gesture excellent
routines? grass.; actions/ha language s. resource in
Luis/Erika bits/routine features – Can order to find
16. Wh
is s, appropria refer to such texts for
at can medium complete/ tely. diction this unit.
animal height/th expand a ary Some
do? in/… and text and/or entries. interesting
17. Ha has big respond to – Can places to
ve you brown a ask look for texts
heard eyes. conversati for/give are
about He/She is on. exampl http://www.k
white very • – Can es to idsplanet.org
lions? nice; Is infer age, illustrate ,
18. Ani he/she sex, messag http://www.
mals that curious/s feelings, e. animaland.o
live in your hort/…?; attitudes, – Can rg, etc.
communit Yes, location paraphr Writing may
y he/she is; and ase. be
No, situation of – Can evaluated
19. My he/she others. self- by asking
favorite isn’t; Do – Can infer correct students to
athlete is elephant the pronun write an
Ana s have meaning ciation. article
Guevara long of some – Can regarding
20. Wh ears/bla adjectives re-read. (in)abilities,
at animals ck used for Student physical
do you eyes/…?; describing s can characteristi
like? Yes, they people give/ta cs, and
do; No, from the ke the habits/routin
21. Cre
they context floor es of an
ate a
don’t; within sensitive animal or a
gallery of
What which ly in group of
famous
does they are verbal people.
people
Luis/Erika presented, and/or Evaluation
22. Co look and/or by non- should
me to visit like?; recognisin verbal concentrate
our gallery He/She is g ways.
23. Wh tall and synonyms – Can primarily on
o is it? plump; (e.g. thin– choose content and
What’s slim) and the its
24. Aut
Luis/Erika antonyms most organisation,
oevaluaci
like?; (e.g. tall– appropr as well as on
ón
He/She’s short), iate the use of
tall/respo based on momen the modal
nsible/…( content as t to verb can,
. He/She well as on interven adjectives,
always knowledge e. linkers
does her of the – Can and
homewo world show prepositions.
rk/arrives and/or L1. sensitivit Devote some
on – Can y time for
time/…); discriminat towards students to
What’s e final others. create their
your dog consonant Student portfolios. If
like? It’s sounds s can they are not
fat/lazy/ used make familiar with
in can(/kæ sense of these,
n/ or /k n/) the introduce
and can’t organis them and
(/kænt/). ation of explain their
Students referen use. The
can ce article
recognise books students
and (diction produced
understan aries, can be
d encyclo included in
academic paedias their
texts , portfolios.
(articles textboo To evaluate
about the ks) in speaking,
routines of order to the teacher
animals or look for may ask
groups help. students to
of people) – Can prepare a
in order to check presentation
compare the where they
with the spelling describe a
rest of the of famous
class their unfamili person and
own ar his/her
interpretati words. (in)abilities.
on and – Can Oral
judgement look up evaluation
of such unfamili should focus
texts. ar on specific
– Can words areas, such
relate to find as the
main ideas their appropriate
to
examples, meanin use of
description g. adjectives,
s and the
explanatio pronunciatio
ns about n of final
the routine consonant
of an sound used
animal or in canand c
group of an’t, fluency,
people. accuracy,
– Can use etc.
maps,
photograp
hs and
charts in
texts to
increase
their
knowledge
about the
animal or
group of
people
described.
Students
can
recognise
and
understan
d short
literary
texts (tales,
fragments
of poems
and
stories) in
order to
comment
on the
feelings
generated
by them.
– Can
identify
characters
and main
events.
Students
can use
language
creatively
and
appropriat
ely by
selecting
lexis,
phrases
and
grammatic
al
resources
in order to
produce
short,
relevant
texts
(classified
advertisem
ent,
letter/e-
mail,
article,
conversati
on)
regarding
peoples’
and/or
animals’
(in)abilities,
physical
characteris
tics, and
habits/
routines.
– Can use
knowledge
of the
world to
anticipate
type of
information
required,
expected
ways of
interaction
and
possible
language
needed
when
describing
people
and their
routines.
– Can
pronounce
intelligibly
strong and
weak
vowel
sounds
when using
modal
verbs (can
/kæn//
k n/).
– Can
identify the
purpose for
writing a
description
of people
and/or
animals,
intended
audience
and
type of
text
required
(classified
advertisem
ent,
letter/e-
mail,
article);
and
generate
and
organise
ideas
coherently
with the
help of
peers, the
teacher or
by
consulting
different
sources of
information
.
– Can
produce a
skeleton of
the text to
be written,
identifying
and
establishin
g the basic
organisatio
n
of
componen
ts
(classified
advertisem
ent:
heading,
body;
letter/e-
mail,
article:
introductio
n, body,
conclusion
s), with the
help of
peers, the
teacher or
a similar
text.
– Can
produce
individual
sentences
in
preparatio
n to write a
classified
advertisem
ent,
letter/e-
mail,
article,
and join
them later
using some
linking
devices
(“,”, and,
but, or) in
order to
make the
text
coherent.
– Can
concentrat
e
separately
on content
or form,
with the
help of
peers, the
teacher or
similar
texts, to
make
adequate
corrections
on a first
draft and
produce a
final
version of
the text.
– Can
illustrate
appropriat
ely the
classified
advertisem
ent or
article
produced.