1ero. Formato de Planeacion Didactica 2014-2015

ESCUELA: COLEGIO SALESIANO
CICLO ESCOLAR 2014-2015

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles
Maestra: Jess Rivera

BLOQUE:
FECHA: 24 Agosto 4 Septiembre
TEMA
Understandin
g and
conveying
information
about
community
services.
Giving advice,
Expressing
possibility
Expressing
hopes and
necessities.
Writing a
cover letter.
Understandin
g and
conveying
information
about
community
services.
Giving advice.
COMPETENCIA
Listen to
personal
information
Reads the
different
activities about
community
service
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
Read: an
article.
Predict voc.
meaning from
context.
Speak:
discussing
attitudes.
Listening: a
phone
conversation.
Identifying
the silent w.
Writing: a
cover letter
Work in pages from workbook from 4 to 6

Make sentences about what is a community service and
read them out loud
Make a team and look for a community service to do
Get together and help the community
Wor in the notebook and do sentenes about community
service and use the simple present usin the third person
Talks about
what they would
like to do as a
community
service
VINCULACIN
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
PAGES
Communit
y Service
Ads (Step
1 & 2)
SB
9 - 15
WB
4-6
Reader
5-16
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 7 18 Septiembre
TEMA
COMPETENCIA
Understandin
g and
conveying
information
about
community
services.
Giving advice.
Expressing
hopes and
necessities.
Expressing
possibility.
Giving advice.
Understandin
g different
types of
literary
texts.Narratin
g a story.
Read about
information that
talks about their
development
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
Go out and do a community service
Write sentenes
in simple
present
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
Activity
File
Sweatshops
SB
Communit
y Service
Ads (Step
3 & 4)
Hel to other people and make an exposition abut what

they have done
Work with the simple present so they can talk about that
Talk about
different
activities
APRENDIZAJES
ESPERADOS
Review and
Ongoing
Assessment
Writing a
Description
Learn to difference between third person and any other

Practice the verbs
Learn many verbs a possible
16 - 22
WB
7-8
Reader
VINCULACIN
Reading:
Predict voc.
meaning from
context.
Identifying
Setting,
Characters,
Plot.
Conclusion.
Speaking:
group
discussion.
15 - 26
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 21 Septiembre 2 Octubre
TEMA
Narrating a
story.
Rewriting
legends and
tales. Writing
a story.
Understandin
g different
types of
literary texts.
Narrating a
story.
Understandin
g different
types of
literary texts.
Rewriting
legends and
tales.
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
Work with verbs and learn the simple past of the verbs
Read narrating
stories about
legends
Write about
past histories
Talk in past
using diferent
verbs
Practice with verbs an learn the simple past

Learn the difference between regular verbs and irregular
verbs
Work with simple past verbs ending in ED and the ones
that change
Practice the use of the verbs
Write sentences using simple past
VINCULACIN
APRENDIZAJES
ESPERADOS
Listening: to
the Legend of
the King
Arthur.
Identifying
phonetic
sounds.
Writing: a
creating a
legend or a
fairy tale.
Activity File
The History
of Nursery
Rhymes.
Review and
Assessment
TG- 109, 110
RECURSOS
DIDCTICOS
SB
23 - 28
WB
9 - 11
RECURSOS
BIBLIOGRFICO
S
ASPECTOS A
EVALUAR
A
Broadshee
t Book
(Step 1)
(Step 2)
A
Broadshee
t Book
(Step 3)
(Step 4)
ESCALA DE
VALORACIN
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 5 16 octubre
TEMA
Checking
words in a
bilingual
dictionary.
Identifying
different
parts of
speech.
Identifying
the
difference
between
British and
American
words.
Clarifying
and
confirming
information.
COMPETENCIA
ACTIVIDAD Y TIEMPO
Reading about
ideas and what
do you think
Ask questions about what o you think of different topics
Listening
activities about
different parts of
speech
Listen an identify accents
Writing an
essay
Use connection words such as (as well, also, the same,

about, then )
CONTENIDOS
TRANSVERSALE
S
Read a text and select different ideas for helping people

with ideas
Talk with the classmates about new words

Write a new vocabulary to learn new words
VINCULACIN
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
Reading: a
manual
Predicting
about the
text: What do
you think?
Listening. US
and British
dialects.
Identify US or
UK phonemes.
Speaking:
Group
discussion
about new
words in
English.
Which accent
is easier?
SB
A Manual.
(Steps 1 &
2)
29 - 35
WB
12 -14
Reader
28 - 38
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
Writing: an
essay
Writing an
essay.
Checking
words in a
bilingual
dictionary.
Identifying
different
parts of
speech.
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 19 29 Octubre
TEMA
Reflecting
upon
language.
Arranging
paragraphs
in a logical
sequence.
Checking
words in a
bilingual
dictionary.
Identifying
different
parts of
speech.
Revising
language.
Revising
sentences
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
Activity File
Crazy
English
Quiz
Review and
assessment.
Write sentences in different tenses
Use a bilingual
dictionary
Know the grammar of different tenses

Star to use auxiliary verbs (do, be, have)
Learn new
words an how
to use them
APRENDIZAJES
ESPERADOS
Work with verbs using a complete sentence
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
SB
A Manual.
(Steps 3 &
4)
36 - 38
Read a book an underline the different kind of sentences
Write complete
sentences in
different tenses
VINCULACIN
RECURSOS
BIBLIOGRFICO
ESCALA DE
VALORACIN
to comply
with
grammar,
spelling,
and
punctuation
conventions
.
S
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 27 octubre 7 noviembre
TEMA
Understandin
g information
published in
various
media. Talking
about past
events and
experiences.
Agreeing,
clarifying and
adding
information.
Agreeing,
Clarifying, and
adding
information.
COMPETENCIA
ACTIVIDAD Y TIEMPO
Talk about different movies they have seen
Read articles
talking about
movies
Write a critic
about their
favorite movies
Listen to people
giving their
opinion about
movies and
books
Write different adjectives for description

Use the adjectives, first with people
Use adjective for describing places
Draw their dream room and describe it
Write a review about a move we will all watch
together
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
Reading: make
predictions about
the Text, What do
you think?
Speaking: Group
discussion, what
kinds of movies
they like:
action,romanticco
medy, drama, etc.
Writing:
sentences in
present perfect
tense.
Listening: a Radio
Show. Listening for
RECURSOS
DIDCTICOS
SB
39 - 45
WB
15 17
Reader
39 - 50
ASPECTOS A
EVALUAR
A PANEL
DISCUSSI
ON
(Steps 1 &
2)
Writing a
review.
Understandin
g information
published in
various
media.
VINCULACIN
gist. Identifying
true/false
sentences.
Homophones.
Speaking: Group
discussion.
Showing interest
while discussing
about concerts and
musicians.Writing
: a Radio Review.
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 10 21 Noviembre
TEMA
COMPETENCI
A
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
Understandin
g information
published in
various
media,
Agreeing,
Clarifying,
and adding
information.
Reviewing
Language.
Revising
sentences to
comply with
grammar,
spelling, and
punctuation
conventions.
Discussing
plans and
predictions.
Recording
subject
matter,
purpose, and
intended
audience.
Distinguishing
graphic and
text
components.
Comparing
and
contrasting
characteristic
s.
It was after
the release
of the first
movie with
sound in
1931 that
Bollywood
really began
to grow.
Welcome to
Radio
Review. Sir
Elton John
has played
the piano
since he was
four.
Activity File
How to act in
three simple
steps.
Review and
assessment.
TG- 111-112
Read different magazines and look for articles that the

like, then they will explain them using material to make
an exposition.
Write down a report about an article on a newspaper, so
they learn the correct grammar.
Throw them different sentences that they will correct.
SB
46 - 52
WB
18 21
Reader
Reading: a
horoscope.
VINCULACIN
51 - 62
Speaking:
Debate, liking
and disliking
rap.
Writing:
Identifying
Simple,
Compound
and Complex
sentences
RECURSOS
BIBLIOGRFICO
S

NIVEL: SECUNDARIA
A PANEL
DISCUSSI
ON
(Steps 3 &
4)
ESCALA DE
VALORACIN
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%
GRADO: 1
ASIGNATURA: Ingles
BLOQUE:
FECHA: 24 de Noviembre al 12 de Dicimbre
TEMA
Comparing
and
contrasting
characteristi
cs.
Writing a
horoscope.
Discussing
plans and
predictions.
Comparing
characteristi
cs.
COMPETENCIA
Recognizing
subject matter,
purpose, and
intended
audience.
Discussing plans
and predictions.
Comparing and
contrasting
characteristics.
Revising
Language.
Revising
sentences to
comply with
grammar,
spelling, and
punctuation
convention.
ACTIVIDAD Y TIEMPO
Generally, Leos
are more
successful than
Pisces. Aries is an
action sign. The
Sun makes you
feel more
confident and
positive.
In northern
latitudes, the
effect is known
as the aurora
borealis. He will
invent a home
robot and
become a
multimillionaire.
Language.
Sagittarius is
more compatible
with Cancer than
with Taurus
CONTENIDOS
TRANSVERSALES
They will evaluate and generate
a horoscope, writing ideas
about the future of themselves.
Theyll ask questions about
what their partners think is
going to happen next year.
I will show them an article were
they will read about common
predictions about the future, so
they have to talk about those
predictions.
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
Listening: A
Rap. look for
rhyming words,
contractions,
informal
language.
Writing: Types
of rhyming
words. Writing
a Rhyme
Speaking:
Expressing
Emotions.
ASPECTOS A EVALUAR
SB
53 - 58
WB
22
A Year
Book
(Step
1 & 2)
A Year
Book
(Step
3 & 4)
Activity File
The Planets
and the
Zodiac.
& Assessment.
Ss. Book page
58, might be
used for
continuous
evaluation
VINCULACIN
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 15 19 Diciembre
TEMA
Describing
the
component
s of the
human
body
system.
Understand
ing
information
that
describes
different
systems.
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
Reading:
about the
body system.
Predicting,
deducting
meaning from
the context.
Listening: to a
conversation.
Speaking:
about
vacations.
Dictate a vocabulary about parts of the body and organs.
Language
Focus:
Present
Passive.
Digestion
begins in the
mouth, when
you chew and
swallow and is
completed in
the large
intestine. The
respiratory
system
controls
breathing.
Chemicals are
realized by
the salivary
glands into
the digestive
tract.
It pumps
blood around
the body and
provides it
with oxygen
and nutrients.
APRENDIZAJES
ESPERADOS
Describe the systems of the body by lookg into drawings
VINCULACIN
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
SB
Drawing a
human body and
describe its
system.
59 - 62
WB
23 24
Reader
63 - 76
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 5 al 16 de Enero
TEMA
COMPETENCIA
Describing
a process.
Writing a
leaflet.
Giving
opinions.
Language
Focus:
Present
Passive.
Digestion
begins in the
mouth, when
you chew and
swallow and is
completed in
the large
intestine. The
respiratory
system
controls
breathing.
Chemicals are
realized by
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
Writing: writing a paragraph using

sequencing words. Write a leaflet.
Speaking: Present a leaflet. Expressing
opinions.
Activity File:
What to Eat
Review and Assessment
T. 113-114
APRENDIZAJES
ESPERADOS
Identifying
subject
matter,
purpose, and
intended
audience.
Describing
processes.
Understandin
g information
that describes
different
systems.
Revising
language.
Revising
sentences to
comply with
grammar,
RECURSOS
DIDCTICOS
VINCULACIN
SB
63 68
WB
25 - 27
RECURSOS
BIBLIOGRFICO
S
ASPECTOS A
EVALUAR
Poster A
Cart
(Step 1 &
2)
Poster A
Cart
(Step 3 &
4)
ESCALA DE
VALORACIN
the salivary
glands into
the digestive
tract.It pumps
blood around
the body and
provides it
with oxygen
and nutrients.
First, blood
enters the
right atrium
through the
arteries. First,
we inhale air
through the
nostrils.
spelling, and
punctuation
conventions.
: Present
Passive.
Digestion
begins in the
mouth, when
you chew and
swallow and is
completed in
the large
intestine.
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 19 al 30 de Enero
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
Understand
ing
information
in a travel
brochure.
Reporting
what
people
have said.
Conveying
likes and
dislikes.
Language
Focus:
Reported
Speech. The
brochure
gives
information
about a
vacation. Take
the
opportunity to
disconnect
from modern
life. She told
me that her
sister came
here last year.
Reading: an essay. Predicting,

deducting meaning from the context.
Speaking: Group discussion. Vacation
Options.
Listening: to a conversation.
Writing: Sentences indicating decision,
uncertainty and thinking about doing
something.
Making decisions.
Writing a brochure.
Making
decisions.
Writing a
brochure.
Conveying
likes and
dislikes.
.
SB
69 75
WB
28 30
An
Interview.
(Step 1 &
2)
READER
79 - 88
RECURSOS
BIBLIOGRFICO
S
VINCULACIN
ESCALA DE
VALORACIN
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 2 al 13 de Febrero
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
Understand
ing
information
in a travel
brochure.
Conveying
likes and
dislikes.
Revising
Language.
Revising
sentences
to comply
with
grammar,
spelling,
and
punctuatio
n
convention
s.
No, definitely
not! I suppose
so.
No, thank
you! Id prefer
to go horse
riding. Travel
information:
Come by car.
Next time,
youll come
with me.
I should have
known it was
going to be a
bad trip. She
said that she
liked
adventurous
activities. He
told me that it
was very
cheap.
Activity File: Ive been Around the

World
Describing
events and
social groups.
Organizing
and
developing
themed
vocabulary.
Describing
events and
social groups.
Describing
events and
social groups.
Expressing
personal
opinions
about a topic.
.
Review and
Ongoiing assessment
S.B. page-76
Report the Song
Reading: Predicting, deducting
meaning from the context. Hold a
debate.
Speaking: Group discussion about
culture. Traditions.
Listening: a talk about click
VINCULACIN
SB
76 82
WB
31 32
READER
90 - 100
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles
An
Interview.
(Step 3 &
4)

BLOQUE:
FECHA: 16 al 27 de Febrero
TEMA
COMPETENCIA
Describing
social
groups.
Reciting a
song.
Performing
songs.
Revising
Language.
Revising
sentences
to comply
with
grammar,
spelling,
and
punctuatio
n
conventio
ns.
The
aborigines of
Australia have
the longest
cultural
history in the
world. Storytelling and
music from
part of this
oral tradition.
Their number
is estimated
at 60,000.
People from
clicks share
a genuine
interest in
each other.
Youre
absolutely
right. Im not
really sure. It
not like that.
The Kayapo
tribe lives in
South
America. Up
rode the
squatter,
mounted on
his
thoroughbred.
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
Writing: an Ecyclopedia entry using

previous notes.
APRENDIZAJES
ESPERADOS
Expressing
personal
opinions
about a topic.
Writing an
encyclopedia
entry.
Activity File
Waltzing Matilda
Review and Assessment
TG- 115-116
VINCULACIN
Describing
social groups.
Reciting a
song.
Performing
songs.
Revising
Language.
Revising
sentences to
comply with
grammar,
spelling, and
punctuation
conventions.
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
SB
83 88
A Recital
(Step 1 &
2)
WB
33
Review exam
style
34 35
A Recital
(Step 3 &
4)
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
EXAM 35%
PART 20%
HW
- 10%
CLASS 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 2 al 13 de Marzo
TEMA
Language
Focus: First
Conditional.
Floods are
caused by
heavy
rainfall. It is
more likely
that
tsunamis
will take
place in the
Pacific
Ocean. If
crap rotation
is
implemente
d, droughts
wont be so
likely to
occur. The
results were
catastrophic
.
I think so.
Thats right.
Absolutely
not! In 2004
there was a
tsunami in
Asia. What
kind of
storm is
always in a
COMPETENCIA
Check
written
forecast
examples
Identify
situations in
which
forecasts
are made.
Recognize
topic,
purpose and
intended
audience.
Distinguish
graphic and
text
components
.
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
Ask Ss to bring articles to the class, they can be

about issues they are interested in such as sports,
machines, technology, fashion, etc. Ask them to
include information about the origins, updated
information as well as future information about the
event. Ask Ss to keep a record/chart of the action
words and vocabulary encountered in context, as a
whole group, establish a connection between the
vocabulary as well as the expression with different
tenses such as present, past and future.
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
Verb
tenses:
present,
past,
future
(will, shall,
be +
going to).
SB
89 - 94
Informative
29-44
FORECASTS
Stage 1
Establish
which kind of
descriptions
are allowed
and which
are not to
write the
forecast.
RECURSOS
BIBLIOGRFICOS
ESCALA DE
VALORACIN
WB
34-36
Sentence
types.
Encourage Ss to think about what the topics they

chose will be like in the future, at this stage it is
important for Ss to know that there exists a future
tense in English that they can use to make
predictions.
Analyze a forecast as necessary; remember to
promote the use of English as much as possible.
Make use of good Ss to explain, clarify and make it
accessible to all. On another occasion, expose Ss to
a historical event or period to show the past tense in
context. Complement the original record/chart with
verbs in past and the corresponding time
expressions and adverbs so that Ss associate tenses
to the time concept.
APRENDIZAJES
ESPERADOS
VINCULACIN
Nonfrequent
or absent
letter
groups
found in
mother
tongue.
(e.g., sh,
ll).
EXAM 35%
PART 20%
HW - 10%
CLASS-35%
rush?

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 16 de Marzo al 17 de Abril
TEMA
The total
amount of
water in
the body
of an
average
adult is 37
liters.
Earthquak
es occur in
many
places
around the
world. If
the crops
die, there
will be
nothing to
eat. It is a
COMPETENCIA
Compares
sentences
that express
future
situations to
ones which
express
past and/or
present
situations.
Formulates
and
answers
ACTIVIDAD Y TIEMPO
-Ask Ss to write a brief description about
themselves including information such as name,
age, interest, and activities in the next 2, 3, 5, and
10 years.
-As a model introduce yourself and ask Ss to
predict events about in the following 2, 3, 5, and 10
years. Then encourage Ss to work in pairs and
interchange information about themselves, advise
them to use pictorial support. It may be graphically
organized as a time line. Tell Ss to use expressions
such as: At present I work for I prepare my
sessions every. I do my shopping on Saturdays,
etc.
- Ask Ss to exchange their information, monitor
while they are interacting in case they need any
support or in case correction needs to be promoted.
-Based on the input offered during the previous
stage of the product, ask Ss to think of the logical
organization of a description like that. Once Ss
have organized their thoughts and ideas, ask them
to identify activities they may continue doing or that
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
Nonfrequent or
absent letter
groups
found in
mother
tongue.
(e.g., sh, ll).
RECURSOS
DIDCTICOS
SB
95-99
WB
37-40
Informative
29-44
Conventiona
l writing of
words.
VINCULACIN
RECURSOS
BIBLIOGRFICO
ASPECTOS A
EVALUAR
Stage 2
Choose a
subject to
write a
current
description:
of one-self, a
classmate,
the
community,
etc. (e.g.,
Maria is now
in secondary
school, in the
future she will
study, in a
15-year-time
she will be)
ESCALA DE
VALORACIN
difficult
and
dangerous
maneuver.
Stoyan
practices
every day.
He needs
lots of
practice in
order not
to make
any
mistakes
questions in
order to
understand
forecasts.
will have a follow-up in the future.

- Draw Ss attention to activities that are possible
and logical for their age.
- Make Ss equip themselves with the vocabulary
needed to carry out the task. Allow time for
dictionary work and for Ss to enrich one anothers
vocabulary.
- In trios, ask Ss to write their own descriptions in
pencil to allow for corrections and changes. Monitor
Ss work as necessary and allow the stronger
students to help out. Make sure the final version is
correct and legible, both in terms of grammar and
English but also in terms of contents and the right
sequencing of actions and ideas.
Punctuation:
apostrophe.
EXAM 35%
PART 20%
HW - 10%
CLASS- 35%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 20 al 24 de Abril
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
You must
turn off
any
electronic
devices. If
you need
help, alert
a member
of the
cabin
crew. No
smoking.
Wash
hands
before
returning
to work.
Keep out
of reach of
children.
Do not use
if
damaged.
Select and
check charts of
human body
systems
- Examine
distribution of
graphic and text
components.
- Recognize text
organization.
- Reflect on the
use of images
and /or
illustrations.
- Identify topic,
purpose and
intended
audience.
Understand
information
from reading
out loud.
- Recognize
description of
components.
- Identify new
words.
- Point out
information.
- Answer
questions to
describe
components
- Identify the
graphic
resources used
to link
components and
descriptions.
Ask Ss to bring information about different body

systems and in a tombola organize a raffle for Ss
to choose one to work on. Once Ss have chosen
their body system, ask them to elicit information
about it so that they have more or less an idea
about its composition. Allow students to use
different information sources such as picture
dictionary, bilingual dictionaries, English- Spanish
dictionaries, etc. so that when they carry out the
task they have the vocabulary needed.
Use different word games so that Ss can recycle
previous knowledge, encourage them to work in teams
and illustrate the vocabulary. Having gone through the
pictorial input, have the same teams search and choose
information on the internet, in encyclopedias, their biology
textbooks, previous lessons, etc. to enable them to
describe the components of the system and their
functions.
Use simple sentences and introduce the passive
construction so as to lead the Ss into the use of passive
utterances. Use model sentences like: The food is
processed in the stomach, The blood is purified in the
kidneys. The blood is pumped by the heart, etc.
pp.122-141
Take the
proper
decisions to
favor ones
self and one
s
surrounding
s.
VINCULACIN
pp. 59-68
Informative
pp. 29- 44
Reflect and
act on ones
own and
others
physical
well-being.
RECURSOS
BIBLIOGRFICO
S
CHARTS
OF HUMAN
BODY
SYSTEMS
Stage 1
Select a
system of the
human body.
Stage 2
Search and
choose
information of
the selected
human body
system from
various
sources.
ESCALA DE
VALORACIN
EXAM 35%
PART 20%
HW - 10%
CLASS- 35%
Promote
respect and
collaboration
at work.

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA: 2 al 13 de Mayo
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
Wrap
around the
injured
area.
People
must/have
to/
should..
Place seats
in an
upright
position
before
takeoff.
Read and
rewrite
informative
texts from a
particular
field.
- Graphic and
textual
components.
- Text
organization
patterns.
- Repertoire of
words
necessary for
this social
practice of the
language.
- Verb tense:
simple present.
- Determiners:
demonstratives.
Answers
questions
in order to
give a
description.
-Ask Ss to bring information about different

body systems and in a tombola organize a
raffle for Ss to choose one to work on. Once
Ss have chosen their body system, ask them
to elicit information about it so that they have
more or less an idea about its composition.
Allow students to use different information
sources such as picture dictionary, bilingual
dictionaries, English- Spanish dictionaries,
etc. so that when they carry out the task they
have the vocabulary needed.
- Use different word games so that Ss can
recycle previous knowledge, encourage them
to work in teams and illustrate the vocabulary.
Having gone through the pictorial input, have
the same teams search and choose
information on the internet, in encyclopedias,
their biology textbooks, previous lessons, etc.
to enable them to describe the components of
the system and their functions.
- Use simple sentences and introduce the
passive construction so as to lead the Ss into
the use of passive utterances. Use model
sentences like: The food is processed in the
stomach, The blood is purified in the kidneys.
The blood is pumped by the heart, etc.
Take the
proper
decisions to
favor ones
self and ones
surroundings.
- Reflect and
act on ones
own and
others
physical wellbeing.
VINCULACIN
- Promote
respect and
collaboration
at work.
pp.122-141
pp. 59-68
Informative
pp. 29- 44
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
EXAM 25%
PART 10%
HW
- 50%
CLASS 15%
- Structures
and writes
sentences.
- Organize
terms and
description
s into a
table.

NIVEL: SECUNDARIA
CHARTS OF
HUMAN BODY
SYSTEMS
Stage 1
Select a system
of the human
body.
Stage 2
Search and
choose
information of
the selected
human body
system from
various sources.
GRADO: 1
ASIGNATURA: Ingles
BLOQUE:
FECHA: 16 al 27 de Mayo
TEMA
Describing
abilities
Asking
and
answering
questions
about
abilities
Discussing
quantity
and
location
Describing
possession
s
Describing
abilities
COMPETENCIA
Listen and
check likes and
dislikes about
leisure
activities.
Observe and
comprehend
non-verbal
communication.
Identify topic,
purpose and
intended
audience.
Recognize
situations in
which likes and
dislikes are
shared.
Identify leisure
activities by
name.
ACTIVIDAD Y TIEMPO
-Work as a whole group and brain storm leisure activities
such as listening to music, reading a book, playing
soccer, visiting museum etc. then organize teams and
ask Ss to explain what those activities are about. Let them
use different sources of information such as picture
dictionaries, English- Spanish Dictionaries or bilingual
dictionaries.
- Once Ss have finish the previous activity, ask them to
share their information with other teams, then encourage
individual work by asking Ss to choose the leisure activity
they feel more attracted to.
- Ask Ss to investigate what an interview is and different
kinds of formats and what it involves. Assign this for
homework.
- Based on the previous activity, encourage Ss to elicit
what an interview is and its elements. Organize teams and
ask them to write an interview taking into account leisure
activities; If needed Provide Ss with some prompts so that
it is easier for them to make questions for the interview
such as What ? Where? When? Who with?
Why ? Do you like? . Then organize a find
someone who activity this activity will help Ss identify
partners with the same interests. While doing this activity,
monitor students work in order to assist Ss in case they
need any help. Promote peer and self-correction.
- As an alternative activity organize The mystery guest
game which is about to find who the person in the shadow
is. For this activity you can ask Ss to find information about
a famous person and what their leisure activities are, you
can ask Ss to find the information in the net or even
invented so that they have different personalities to talk
about. Ss can also be asked to perform a character and be
interviewed.
- Expose Ss to situations that may not like them such as
doing housework, doing the washing up, making their
beds, etc. so that they have to use negative sentences to
express their dislikes. Help them understand the difference
between affirmative and negative sentences; provide
students with a model in case they need it.
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
Recognizes the
speakers and
listeners
behavior that
support the
construction of
meaning.
Crossover
University of
Dayton
Requests
clarifications.
pp. 69-78
Writes
sentences.
Informative
pp. 45-54
pp. 142-162
Formulates
questions to
clarify doubts.
VINCULACIN
Anticipates the
general meaning
to start a
dialogue.
RECURSOS
BIBLIOGRFICO
S
ASPECTOS A
EVALUAR
INTERVIEW
Stage 1
Select a
leisure
activity.
Stage 2
Decide time,
place, and
length of the
interview.
Stage 3
Structure
questions
about likes
and dislikes.
ESCALA DE
VALORACIN
EXAM 25%
PART 10%
HW
- 50%
CLASS 15%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 30 de Mayo al 10 de Junio
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
Asking
and
answering
about
ongoing
actions.
Identifying
feelings
Making
suggestion
s
Topic, purpose
and intended
audience.
- Text
distribution:
verses, stanzas
and chorus.
- Acoustic
features.
- Repertoire of
words necessary
for this social
practice of the
language.
- Verb tenses:
progressive
forms, past
participle
- Antonyms.
- Nouns:
singular/plural,
compound.
- Punctuation.
- Upper and
lower case
letters.
- On the board, paste flashcards of Mexican and Englishspeaking singers. Elicit what Ss know about them using a
chart including information about the genre of music they
sing for example rock, pop, heavy metal, romantic,
ranchero, ballads, norteo etc., organize a talk about the
contents of their songs, the musical instruments they play
as well as the differences and similarities among them.
- Another possibility is to write scrambled names of
Mexican and English-speaking singers. Divide the class
into girls team and boys teams. Have a competition to see
which team is the first to unscramble the singers names
correctly. Complement this activity with an interactive
activity in which Ss can exchange information about
different kinds of music and / or musicians.
- Ask Ss to make a chart in their notebooks with
information about the singers they like. Make sure they
include Mexican and foreign singers.
- Bring a couple of songs, one in English and one in
Spanish. (It may be We are the champions by Queen and
Color de Esperanza by Diego Torres). The items to be
included in the list could be the above-mentioned. Promote
collaborative work.
- Have your Ss find out which peers liked the same songs.
One of a Mexican singer and another English-speaking
singer. Ask them to work together to decide which songs
they will work on. Ideally each team should have a totally
different song.
- Play Mexican and American songs for Ss to select the
song they feel more attracted to, provide Ss with the lyrics
of the song so that Ss have a first read and start analyzing
what each song is about. Motivate Ss to use different
sources to get the lyrics for the songs they will work on.
Have Ss look for cognates or known vocabulary or
phrases.
Describing
ongoing
actions.
Inviting
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
Recognizes main
ideas in songs.
- Formulates and
answers
questions about
the treatment of
information.
RECURSOS
DIDCTICOS
Crossover
University of
Dayton
pp. 162-181
pp.79-88
Narrative
pp. 105-116
- Compares
information using
known
expressions.
- Sings verses
and choruses of
songs.
VINCULACIN
- Detects rhythm,
speed and
intonation of
songs.
RECURSOS
BIBLIOGRFICO
S
ASPECTOS A
EVALUAR
RECITAL
Stage 1
Select the
songs.
Stage 2
Understand
content of
songs.
Stage 3
Locate key
words in
verses and
chorus.
Stage 4
Read lyrics
along with the
music.
Listen to the
song in order
to follow
rhythm.
ESCALA DE
VALORACIN
EXAM 25%
PART 10%
HW
- 50%
CLASS 15%

NIVEL: SECUNDARIA
GRADO: 1
ASIGNATURA: Ingles

BLOQUE:
FECHA: 13 al 24 de Junio
TEMA
Understand
ing
instructions
. Asking for
permission
Making
suggestion
s.
Identifying
and
following
instructions
Asking for
permission.
Identifying
and
following
instructions
Review and
Assessmen
t5
COMPETENCIA
ACTIVIDAD Y TIEMPO
Check a
Science topic in
diverse sources
- Select
illustrated texts
about a scientific
topic.
- Activate
previous
knowledge.
- Identify topic,
purpose and
intended
audience.
- Examine
graphic and text
components.
- Recognize
textual
organization.
- Have Ss brainstorm different scientific topics of interest.

These topics may be taken from the Junior High school
syllabi or topics Ss may have seen before or are about to
see in school months to come in their science subject,
such as biology (biodiversity, global warming,
photosynthesis, evolution, etc.).
- Have the topics exhibited on the board or pieces of
folding paper to cast votes on them for an exhibition. You
can make this a communicative situation in itself by
having Ss at the front counting votes and representing
these in charts or graphs of some kind. Ss may report the
results in utterance like these: 10 Ss out of 30 preferred
environmental issues. 2 Ss out of 30 wanted nutrition,
etc.
- Introduce Ss to the K-W-L technique (What I Know,
What I Want to know, What I Learned) so that Ss identify
their prior knowledge about the topic they chose, what
they want to know, and at the end of the social practice,
highlight what they learnt. Keep a record of these on
pieces of folding papers to be retaken at the end of the
month. Ss may resort to their mother tongue in order to
do this.
- Hand out a short science text without a heading. Read it
aloud with Ss and ask them to identify key words. Provide
them with options about possible headings in order to
recognize the main idea of the text. Then, ask Ss to
answer questions about it (what, where, when, etc.) to
identify supporting details. This information can be
incorporated into a graphic organizer or mind map for Ss
better understanding.
- Organize Ss into teams. Provide each team with a short
text of different science topics. Stick different titles on the
board in order for Ss to match them to their texts. Ask Ss
to underline the sentence they consider contains this
information (main idea), which is usually located at the
beginning of the paragraph.
- Read texts from

diverse sources.
Anticipate the
general
meaning.
- Detect new
words.
- Identify key
ideas in
paragraphs.
- Distinguish the
types of
sentences used
to express key
ideas and backup information.
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
Identifies and
distinguishes
types of
sentences that
express main
ideas within
paragraphs,
using previously
established
goals.
RECURSOS
DIDCTICOS
Crossover 1
University of
Dayton
pp. 182-201
pp. 89-98
Informative
pp.53-66
- Uses various
strategies in
order to point out
relevant
information.
VINCULACIN
- Selects
information in
order to re-write
and paraphrase
sentences.
- Organizes
sentences to
make a
paragraph.
- Points out and
clarifies doubts in
order to edit
notes
RECURSOS
BIBLIOGRFICO
S
ASPECTOS A
EVALUAR
EXHIBITION
ABOUT A
SCIENCE
Stage 1
Choose a
scientific
topic to
present a
graphic
exhibition.
Stage 2
Read texts
and classify
the
information.
Stage 3
Re-write the
classified
information to
make notes
for the
presentation.
ESCALA DE
VALORACIN
EXAM 25%
PART 10%
HW
- 50%
CLASS 15%

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
.
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
VINCULACIN
ESCALA DE
VALORACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
VINCULACIN
ESCALA DE
VALORACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
S
.
RECURSOS
BIBLIOGRFICO
S
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
ESCALA DE
VALORACIN
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles
BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
.
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
VINCULACIN
ESCALA DE
VALORACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
VINCULACIN
ESCALA DE
VALORACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
S
.
RECURSOS
BIBLIOGRFICO
S
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
ESCALA DE
VALORACIN
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles
BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
.
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
VINCULACIN
ESCALA DE
VALORACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
VINCULACIN
ESCALA DE
VALORACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
S
.
RECURSOS
BIBLIOGRFICO
S
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
ESCALA DE
VALORACIN
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles
BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

NIVEL: SECUNDARIA
GRADO:
ASIGNATURA: Ingles

BLOQUE:
FECHA:
TEMA
COMPETENCIA
ACTIVIDAD Y TIEMPO
CONTENIDOS
TRANSVERSALE
S
APRENDIZAJES
ESPERADOS
RECURSOS
DIDCTICOS
ASPECTOS A
EVALUAR
RECURSOS
BIBLIOGRFICO
S
ESCALA DE
VALORACIN
VINCULACIN

1ero. Formato de Planeacion Didactica 2014-2015

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

1ero. Formato de Planeacion Didactica 2014-2015

Uploaded by

Copyright:

Available Formats

ESCUELA: COLEGIO SALESIANO

CICLO ESCOLAR 2014-2015

Maestra: Jess Rivera

Work in pages from workbook from 4 to 6

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Go out and do a community service

Hel to other people and make an exposition abut what

Learn to difference between third person and any other

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Practice with verbs an learn the simple past

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Ask questions about what o you think of different topics

Listen an identify accents

Use connection words such as (as well, also, the same,

Read a text and select different ideas for helping people

Talk with the classmates about new words

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Write sentences in different tenses

Know the grammar of different tenses

Work with verbs using a complete sentence

Read a book an underline the different kind of sentences

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Write different adjectives for description

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Read different magazines and look for articles that the

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Dictate a vocabulary about parts of the body and organs.

Describe the systems of the body by lookg into drawings

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Writing: writing a paragraph using

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Reading: an essay. Predicting,

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Activity File: Ive been Around the

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Writing: an Ecyclopedia entry using

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Ask Ss to bring articles to the class, they can be

Encourage Ss to think about what the topics they

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

will have a follow-up in the future.

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

Ask Ss to bring information about different body

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera

-Ask Ss to bring information about different

ESCUELA: COLEGIO SALESIANO

Maestra: Jess Rivera