SD Inglés IV U1 A4 Colon Gonzalez Jimenez

1. SECUENCIA DIDÁCTICA
I.DATOS GENERALES
PROFESORAS Colón Núñez Guadalupe
González Hernández Nadia
Jiménez Torres Edna
ASIGNATURA Inglés IV
SEMESTRE ESCOLAR 2018-2
PLANTEL Oriente
FECHA DE ELABORACIÓN diciembre de 2017
II.PROGRAMA
UNIDAD TEMÁTICA Unidad 1. Compartir experiencias pasadas
PROPÓSITO(S) DE LA
UNIDAD
El alumno será capaz de interactuar con otros para describir y compartir
experiencias y sucesos cotidianos y pasados, así como sugerencias,
planes y pre- dicciones, de manera oral y escrita.
APRENDIZAJE
4. Interactúa para compartir información sobre sucesos del pasado, de
manera oral y escrita.
ETAPA PROCESO
ADQUISICIÓN:
COMPRENSIÓN,
EXPRESIÓN O INTERACCIÓN
Interacción
III. HABILIDADES A CUBRIR
• COMPRENSIÓN AUDITIVA
• COMPRENSIÓN DE LECTURA
• EXPRESIÓN ORAL
• EXPRESIÓN ESCRITA
• INTERACCIÓN ORAL
• INTERACCIÓN ESCRITA
Interacción Oral
Interacción Escrita
IV. TEMÁTICAS
CONCEPTUAL Componentes lingüísticos:
Léxico:
• Actividades de la vida diaria, tiempo libre, viajes, compras,
alimentos y bebidas, clima.

2. SECUENCIA DIDÁCTICA
• Expresiones de tiempo en pasado.
Gramática:
• Pasado simple.
• Pasado continuo.
PROCEDIMENTAL Componentes pragmáticos:
Actos de habla/Funciones comunicativas:
• Describir eventos relevantes.
• Narrar una historia del pasado propia o de otros.
• Preguntar y responder sobre situaciones del pasado e historias
relevantes.
Dominio del discurso:
• Enlazar oraciones con: when, while; and, but, or, also.
• Enlazar oraciones con: first, second, then, after that, finally.
• Enlazar ideas con: to begin with, in addition, to sum up.
• Ordenar las ideas de forma coherente.
ACTITUDINAL Componentes sociolingüísticos/Habilidades generales:
• Aplicar estrategia: repetición y clarificación.
• Respetar los turnos de palabra.
• Aplicar estrategia: tolerancia a la incertidumbre.
• Respetar las experiencias y sucesos expresados por otros.
• Automonitorear la ejecución oral y escrita.
V. TIEMPO DIDÁCTICO
NÚMERO DE SESIONES
2 sesiones (aprox. 100 minutos c/u)
VI. ACTIVIDADES
SESIÓN 1
APERTURA
I. El profesor dará la bienvenida a la clase y les planteará la siguiente
pregunta: Why do we take pictures? Y les pedirá que comenten sus
respuestas en equipos de tres integrantes.
DESARROLLO
II. Con el mismo equipo, a los alumnos se les dará la imagen de una
fotografía famosa, para que en entre ellos analicen la imagen
respondiendo a estas preguntas:

3. SECUENCIA DIDÁCTICA
Who appears in it?
What do you think was happening?
How were they feeling?
III. Posteriormente los estudiantes verán el video:
The Stories Behind the Most Iconic Photographs Ever Taken
Y tendrán que numerar las fotografías por orden de aparición. En dicho
video están incluidas las imágenes con las que trabajaron en la actividad
previa, así que también podrán corroborar sus respuestas.
IV. Los alumnos verán nuevamente el video y esta vez relacionarán el
número de cada imagen con la /las frases que correspondan a la
información dada en el video. El profesor les ayudará a verificar sus
respuestas.
CIERRE V. Los alumnos verán una fotografía (en su material) y se les pedirá que
imaginen la historia detrás de esta imagen
VI. Los alumnos leerán un breve texto donde el autor de la imagen “The
Lovers”
VII. Los alumnos trabajarán en pares y escucharán la versión de cada uno
de los protagonistas de la imagen anterior y completarán su parte de
la transcripción. EL profesor pedirá a unos cuantos equipos que lean la
conversación completa para toda la clase.
Para la siguiente sesión, los alumnos y el profesor(a) deberán traer una
fotografía propia (impresa o digital) para usar en clase.
SESIÓN 2
APERTURA
I. Después de saludar a la clase, en plenaria el profesor presentará
una fotografía y hará preguntas acerca de esta. El profesor debe
dar tiempo a que los alumnos respondan después de cada
pregunta.
DESARROLLO
II. El profesor dará la instrucción de trabajar en parejas. Para esta
actividad los alumnos tendrán una hoja con seis fotografías con su
respectivo título. Las fotografías que los alumnos tengan en su hoja
serán las mismas, sin embargo, el orden será diferente. Alumno A,
elegirá una fotografía en secreto. El Alumno B, comenzará a hacerle
preguntas a su compañero acerca de la fotografía. Por ejemplo: How
many people are in the picture? What are they doing? Etc. (las mismas
que el profesor presentó al inicio de la sesión). Después de hacer las

4. SECUENCIA DIDÁCTICA
preguntas, el alumno B podrá decir cuál es la fotografía que su
compañero eligió. Los alumnos irán tomando turnos.
III. El alumno realizará una pequeña lectura relacionada a una de las
fotografías que aparecen en el texto. En este texto también se pueden
ver las palabras: To begin with, in addition and to sum up, las cuales
están indicadas en los componentes pragmáticos.
IV. Después de leer el texto los alumnos responderán un ejercicio de
compresión, TRUE / FALSE. Una vez revisado el ejercicio de TRUE
/FALSE, los alumnos trabajarán en parejas e intentarán decir la historia
del texto con sus propias palabras y tratando de utilizar las palabras to
begin with, in addition, y to sum up.
CIERRE
V. Phone time!
El Profesor mostrara su fotografía y animará a los estudiantes a que
le hagan preguntas acerca de la misma.
Posteriormente los organizará en tríos para que entre ellos se envíen
sus fotografías y las comenten vía WhatsApp.
VII. REFERENCIAS DE APOYO
BIBLIOGRAFÍA DE
CONSULTA PARA LOS
ALUMNOS
• Murphy, R. (2007). Essential Grammar in Use. Cambridge: Cambridge
University Press
• Oxenden, C., Latham-Koenig, C., Seligson, P.(1997). New English
File Pre-Intermediate Student’s Book
BIBLIOGRAFÍA Y DE
CONSULTA PARA EL
PROFESOR
• Barreto, A., Corona, C., Fascinetto, S., Luja, L., Mejía, A., Medina,
G.,….Vázquez, L. (20115). Programas de Estudio, Área de Talleres y
Comunicación Inglés I-IV UNAM. Colegio de Ciencias y Humanidades.
• Oxenden, C., Latham-Koenig, C., Seligson, P.(1997). New English
File Pre-Intermediate Student’s Book
CYBERGRAFÍA Y OTRAS
REFERENCIAS DIGITALES
• The Stories Behind the Most Iconic Photographs Ever Taken
https://www.youtube.com/watch?v=i4uOc_kjT9g
o Stand in the Schoolhouse Door
http://www.dailymail.co.uk/news/article-2340110/

5. SECUENCIA DIDÁCTICA
o Vivian Malone and James Hood
https://www.washingtonpost.com/local/obituaries/james-hood-who-
integrated-university-of-alabama-dies-at-70/2013/01/18/c990b724-
6198-11e2-9940-6fc488f3fecd_story.html?utm_term=.8ee1f174efff
o Chasing Eclipses for 100 years
https://news.nationalgeographic.com/2017/03/photos-vintage-eclipse-
solar-lunar-history/
o Stunning Fossils
https://news.nationalgeographic.com/news/2014/10/pictures/141015-
national-fossil-day-paleontology-science/
o Che Guevara and Fidel Castro http://rebrn.com/re/che-guevara-and-
fidel-castro-fishing-x-644261/
o Baby lift operation
http://www.semana.com/mundo/articulo/operacion-babylift-los-
aviones-que-evacuaban-bebes-huerfanos-de-vietnam/389858-3
o French women http://thefederalistpapers.org/world/rare-and-cruel-
historic-photographs-give-breathtaking-glimpse-of-the-past-part-i
o West Berlín Family https://scmb-images.fr/f/39704923-97c7-4d29-
9692-7e1db700364e
CCOMENTARIOS
ADICIONALES
En caso de no contar con la infraestructura o con teléfonos con la
aplicación WhatsApp, la actividad podrá ser adaptada usando la plantilla
incluida en el anexo.
VIII. ANEXOS

6. English IV: Unit 1. 4 Share Past Experiences Plantel Oriente
Interaction Colón, González y Jiménez
I. Discuss in trios the following question:
Why do we take photographs?
II. The teacher will give you a famous photo. Discuss the photo with your team.
• Who appears in it?
• What do you think was happening?
• How were they feeling?
III. Watch the video The Stories Behind the Most Iconic Photographs Ever Taken
(https://www.youtube.com/watch?v=i4uOc_kjT9g) and order the photos. Number them from
1 to10.
_______________ __________ ____________ __________ ___________
___________ ____________ _________ __________ __________
IV. Watch the video again and match the following sentences with the correct photo according to
what you listen. Write the correct number in the parenthesis.
• the photographer took this photo the day World War
II finished ( )
• he was trying to enjoy his 72nd
birthday ( )
• she felt depressed ( )
• he was at a memorial service when the
photographer took the photo ( )
• he was jumping when the photographer took the
photo ( )
• she was the sister of the photographer ( )
• this photo became one of the most famous of an
iconic actress ( )
• she was living as a refugee in Pakistan ( )
• he was feeling anger and pain ( )
• this photo changed how people see the most
distinguished genius in the world ( )
• she was studying chimpanzees in Congo ( )
• they were running from an explosion ( )
• the photographer didn’t direct her. He was just a
witness ( )
• soldiers were running and kissing every girl on the
streets ( )
• assistants were throwing water and angry cats ( )

7. English IV: Unit 1. 4 Share Past Experiences Plantel Oriente
Interaction Colón, González y Jiménez
V. The complete picture. Look at this photo and try to guess:
What were they doing?
Where were they?
What was happening in that moment?
“Lovers”, 1957
VI. Now read the photographer’s memories about the moment when he took this picture
Taken and adapted from: Oxenden, C., Latham-Koenig, C., Seligson, P.(1997) New
English File Pre-Intermediate Student’s Book

8. English IV: Unit 1. 4 Share Past Experiences Plantel Oriente
Interaction Colón, González y Jiménez
VII. Listen to the actual Lovers.
Marinette and Henri retell the story behind this picture. Listen again and complete the blanks in your part of the
transcription; then read the full conversation with your partner.
-------------------------------------------------------------------------------------------------
Marinette
We didn’t know that our picture was so famous until thirty years later. One day I _________ __________in the café when
the man from the bookshop next door __________ in. He ___________ ____________ a new book which had a photo on
the cover. Suddenly I said, “I don’t believe it! That’s Henri and I we __________ young!”
I remember that afternoon at the Bastille very well. When the man took that photo, we were arguing! Henri __________
____________ very near me. I was saying, “Henri, don’t stand so near me, there is somebody behind us.”
Henri […]
People who know this photo always think of us as the eternal lovers, like Romeo and Juliet. But life isn’t like that. It’s very
difficult to stay in love when you see your husband every day at home and you see him every day at work too. And I’m
very hard-working but Henri is still a dreamer. Ah, those were the days…
Henri
Marinette […]
We ________ _____________ that the photographer _________ ____________ a photo of us. We _________
_____________. I can’t remember exactly what we were arguing about. I think I ________ ____________ to kiss Marinette
and she didn’t want to. Or I think maybe we were arguing about our wedding – we got married a few months after the
man ___________ the photo.
Marinette […]

9. English IV: Unit 1. 4 Share Past Experiences Plantel Oriente
Interaction Colón, González y Jiménez
SESSION 2
II. Look at the picture the teacher will present. Answers the following question:
• What were they doing?
• Where were they?
• How did they feel?
• What do you think happened after the picture?
• How many people were there?

10. English IV: Unit 1. 4 Share Past Experiences Plantel Oriente
Interaction Colón, González y Jiménez
III. Guess who. Choose one picture and answer your partner’s questions related to it. S/ he has
to guess what photo you are describing
STUDENT A
Che Guevara and Fidel Castro in 1960 Residents of West Berlin, 1961
French women, 1944 School children, 1963

11. English IV: Unit 1. 4 Share Past Experiences Plantel Oriente
Interaction Colón, González y Jiménez
Diplodocus skeleton, 1940 “Baby Lift” operation, 1975
IV. Read about this moment in American History
Stand in the Schoolhouse Door
Black people in the United States have struggled through the years
to earn their place in American society. To begin with, they fought
for their freedom. It was not until 1861 that slavery was abolished.
After that, black people fought for equality. For many years, they
were denied the right to vote. In addition, they had to fight
segregation.
In 1963, three African-Americans with perfect qualifications - Vivian Malone Jones, Dave McGlathery and James Hood –
applied for admission at the University of
Alabama but they were rejected. In early June
a federal district judge ordered that they be
admitted.
It was on June 11, 1963, when Governor
George Wallace tried to stop two black
students from registering for classes at the
University of Alabama. […]
Wallace stepped aside after President John F.
Kennedy ordered the Alabama National Guard
to intervene.
General Henry Graham commanded Wallace to step aside, saying: 'Sir, it is my sad duty to ask you to step aside under the
orders of the President of the United States.'
Today, black students, alumni and university leaders continuously speak about how the “Stand in the Schoolhouse Door”
paved the way for their experience at University of Alabama.
To sum up, the events of that year are relevant to black history because not only do they exemplify the struggle African
Americans were living but also their determination to fight for what they believed.

12. English IV: Unit 1. 4 Share Past Experiences Plantel Oriente
Interaction Colón, González y Jiménez
Adapted from http://www.dailymail.co.uk/news/article-2340110/
After reading the text and decide if the following sentences are true or false
1. Slavery ended in 1865 ________
2. The university rejected black students because they weren’t qualified ________
3. The school principal was blocking the doors of the university ________
4. The president ordered that the students were admitted ________
5. The events of June 11th
1963 weren’t relevant for black history ________
V. Work with a partner and retell the story from the text. Use the connectors:
• To begin with
• In addition
• To sum up

13. English IV: Unit 1. 4 Share Past Experiences Plantel Oriente
Interaction Colón, González y Jiménez
VI. Read the questions to your partner and check s/he gives you the most appropriate answer. Then, listen to
your partner’s questions and choose the most appropriate answer.
STUDENT A
QUESTIOS FOR B ANSWERS FOR B’S QUESTIONS
1. Where were they? We were celebrating my grandmother’s birthday
2. What was she doing? I took it last weekend, at the park near my house.
3. Did you take the photo? It was sunny but windy, too.
4. What did he do after? Just the girl next to me. I didn’t know the other guys.
5. How were you feeling? No, it wasn’t. it was a normal day
6. Who were you with? She was eating snake. It looked very disgusting!
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VIII. Read the questions to your partner and check s/he gives you the most appropriate answer. Then, listen to your
partner’s questions and choose the most appropriate answer.
STUDENT B
QUESTIONS FOR A ASWERS TO A’S QUESTIONS
1. When did you take the photo? I was feeling very excited. It was my first time abroad
2. Was it a special event? No, I didn’t. My boyfriend took it.
3. Were the people in the photo your friends? They were in Canada, in the Niagara Falls.
4. What were you and your family doing? After the photo, we went to eat
5. How was the weather like that day? She was swimming in the sea.
6. What was your sister eating when you took this
photo?
I was with my mother, father and my siblings.

14. English IV: Unit 1. 4 Share Past Experiences Plantel Oriente
Interaction Colón, González y Jiménez
VII. Phone time! Work in trios and show your picture to your teammates and answer to their question
about your pic.
Use your phone end your photo to a classmate and start a conversation. S/he will ask you questions about
it. Then, look at the photo of your partner and ask him / her questions about it. Look at the following
example:
Look at the teacher’s photo and ask him / her questions to find out more information related to it.

15. English IV: Unit 1. 4 Share Past Experiences Plantel Oriente
Interaction Colón, González y Jiménez
VIII.
Nice photo! When did
you take it?
Thank you! I
took it on my
last
vacations.
What were you
doing?
I was visiting the
Pyramids in
Teotihuacan.