Plan anual

GOBIERNO DEL ESTADO DE MÉXICO
SERVICIOS EDUCATIVOS INTEGRADOS AL EDO DE MÉXICO
DIRECCIÓN GENERAL DE EDUCACIÓN SECUNDARIA Y SERVICIOS DE APOYO
DEPARTAMENTO DE EDUCACIÓN TÉCNICA
ESCUELA SECUNDARIA TÉCNICA NO. 32
“PRESIDENTE CARDENAS”

DIDACTIC SEQUENCE
UNIT 4
“HOUSE AND HOME”

GRADE: 2nd
GROUP: B, C, E
TEACHER: CORTÉZ CRUZ JUAN CARLOS

DIDACTIC SEQUENCE ENGLISH 2nd GRADE

UNIT:4 “HOUSE AND HOME”
GRADE: 2nd GROUP: B, C, E
PURPOSE: TO ENABLE STUDENTS TO DESCRIBE THEIR HOMES AND LEARN ABOUT OTHER PEOPLES HOMES.

SOCIAL PRACTICE:
GIVING AND OBTAINING FACTUAL INFORMATION OF A PERSONAL AND NON PERSONAL KIND.

4.1: DESCRIBING ACCOMMODATION
SAMPLE PRODUCTIONS:
There`s an apartment/a house for rent/sale in my building/ block/…; There are three rooms/twobathrooms/… (there/in my apartment): There`s a large/beautiful studio/living room/… and a small bathroom/kitchen/… (In his/her house) The bedroom is opposite/next to/… the entrance /dining room/…; Are there any closets/bookcases/…? Yes, there are; No, there aren`t(any) (but there is a chest of drawers) What`s your room/house/… like?; It`s small room/ a large apartment/…; There`s a lamp beside the bed and acomputer on my desk; There are two bedrooms on the second floor/next to the bathroom/…; How many posters/pictures/…are there /do you have?; ( There are/I have) Two/ Four/…; Where`s the bathroom?; It`s at the end of the hall/ next to the kitchen.

LESSONS: 21 WEEKS:7TEACHER: Cortez Cruz Juan Carlos

SEQUENCE | LEARNING TEACHER STRATEGIES | PERFORMANCE EVIDENCE | STRATEGIC COMPETENCE | TRANSVERSE TOPIC | NOTES |
1 | Teacher gives to know the didactic sequence and the rubrics, objective, evaluation | | Students can use some verbal and /or non-verbal information to ease and enrich communication. | Formation of values | |
23456 |Teacher shows and images about a typical houseSts identify the parts of the house(dining room, kitchen, bathroom,etc)Teacher gives a copy in which the students have to write the parts of the homeTeacher shows and images about the furnitureSts make cards with furniture vocabulary, teacher put on the wall a draw of a house students have to put the correct card in the picture | Ss. can recognize andunderstand quotidian texts, in order Ss. can use language creatively and appropriately by selecting lexis, phrases and grammatical resources in order to produce relevant and clear texts to use them. | Students can recognize when confused and use verbal and/or non-verbal language to repair communication breakdowns Students can recognize when confused and cope with not being able to understand partsof written/oral texts.. | Formation of values Formation of values | |
7 | Students draw their favorite room with the furniture that they have in it | | | | |
891011 | Students play bingo about the adjectives Teachers explains with different objects, the prepositions of placeIn teams(4-5) play (play of movements) to practice the meaning of themStudents using their cards about furniture topractice the prepositions | | | Formation of values Formation of values | |
121314 | Teacher explains the correct use of there is, there are, there isn’t, there aren’t using a wall chart, board to give some examples Students draw their bedrooms with the things that they have in it. Students describe their rooms using correctly there is, there are and prepositions of place | | | Formationof values | |
151617 | Teachers shows grammar structure about yes o no questions Is there a…?, Are there…? Yes, there is/are, No there isn’t/aren’tGive a text about house description, underline all prepositions, circle the furniture, put a check in the roomsRead the text and answer some questions about it at the end draw the house that the text describes | | | Formation of values | |...