Planeación Didáctica del Bloque I para Inglés II

1. DATOS GENERALES
Plantel: 04 Gregorio García Facilitador: Gerardo Faustino Garza Huízar
Semestre:
Second
Ciclo escolar:
2016 – “A”
Período de aplicación:
From: February 2nd
To: February 26th
Tiempo asignado al bloque:
11 hours
Fecha de elaboración:
February 4th, 2016
IDENTIFICACIÓN DE LA SECUENCIA DIDÁCTICA
ASIGNATURA: ADDITIONAL LANGUAGE TO SPANISH II (ENGLISH II)
NOMBRE DEL BLOQUE: I- CAN YOU COMPARE PEOPLE, OBJECTS AND PLACES?
COMPETENCIAS GENÉRICAS
CON SUS ATRIBUTOS A
DESARROLLAR
4. Listens to, interprets and delivers relevant messages in different contexts using media, codes
and appropriate tools.
4.4. Communicates in a second language on daily situations.
8. Participates and collaborates effectively in diverse teams.
8.2. Provides views with openness and considers other people so reflective.
COMPETENCIAS DISCIPLINARES
A DESARROLLAR:
11. Communicates in a foreign language through a logical discourse, oral or written, consistent
with the communicative situation.
12. Uses the information technology and communication for research, solve problems, produce
materials and transmit information.
COLEGIO DE BACHILLERES DEL ESTADO DE DURANGO
Dirección Académica
PLANEACIÓN DIDÁCTICA

2. NOMBRE DEL PRODUCTO FINAL: COMPARISON OF THREE CELL PHONES
PROPÓSITO DE LA SECUENCIA
DIDÁCTICA:
• Opening Activities:
Aims to identify and retrieve beliefs, knowledge, wisdom and opinions of young people so that from
them, entering the world of knowledge, procedures, and values
• Development activities:
Promote the aforementioned learning to expand, complement and deepen youth information and
preconceptions with scientific knowledge.
• Closing activities:
Synthesize scientific, technical, procedural and knowledge to values, built during the sequence.
SITUACIÓN DIDÁCTICA (conflicto
cognitivo, problema significativo
del contexto u otro)
All people is excited with the idea of having a new cell phone, especially if it is a birthday gift, whether
if it is for man or woman. Which kind of features would you look like if you had the choice between LG,
I-phone or Samsung? You have to compare the price, resolution, graphics, storage capacity, and think
about it because these products allow you to interact online with different cultures. Using as reference
these options, choose which should be the next birthday present, in basis of the comparison of all the
features. You must use the comparison forms of adjectives in their comparative, superlative and
equality degrees, comparing at least 3 different cell phones (Final Product Via Power-Point).
DESEMPEÑOS DEL ESTUDIANTE
AL CONCLUIR LAACTIVIDAD
(Elemento Orientador, fin o meta)
 Identifies cultural aspects in a simple text.
 Identifies objects, people and places in a short text.
 Requests and exchanges information to compare people and places, orally and in writing, according
to the communicative intention.
 Uses grammatical structures for comparisons in a communicative situation.
OBJETOS DE APRENDIZAJE:
 Physical characteristics of people, objects and places.
 Temperament characteristics.
 Ethnic and cultural characteristics.
 Adjectives.
 Comparative.
 Superlative.
 Equality.
CONTENIDOS
Conceptual Procedimental Actitudinal o valoral
Identifies and interprets the
general idea and possible
development of a message,
oral or written in a foreign
language, with characteristics
of people, objects and places.
He/She can communicate in
a foreign language through a
logical spech, oral or written,
to compare people, objects
and places.
He/She assumes that the respect
of differences is the main idea of
integration and coexistence when
making comparisons among
people, objects and places.

3. SECUENCIA DIDÁCTICA
ETAPA DE APERTURA
No
Sesiones
ACTIVIDADES
1  The teacher shows to the group the general information and material to promote disciplinary skills.
 The teacher shows indicators to measure and observe the students’ knowledge, performance and skills as well as
attitudes and values.
 The teacher defines the rules and labor standards in the group during the school semester, and the evaluation criteria
with reference to respect, tolerance, collaborative work, responsibility, among others.
 The teacher presents integrative task and all elements emphasizing the situation that my birthday is approaching and
my parents will give me a new cell phone, and for this reason I have to investigate the features of the cell phone that I
would like for my gift (Final Product Via Power-Point).
 The student is organized in mixed teams, takes notes of integrative task, doubts and questions of delivery time as well
as evaluation criteria (Final Product).
 The teacher provides a diagnostic assessment to recover the student prior knowledge, at the end he requests a
personal reflection on the activity.
 The student participates in the solution of the diagnostic evaluation, the conclusion reflects and expresses his/her
experience with the activity.

4. ETAPA DE DESARROLLO
No
Sesiones
ACTIVIDADES DE APRENDIZAJE ACTIVIDADES DE ENSEÑANZA
8 The student participates in brainstorming interacting on the
information of interest and use of adjectives that he/she wants to
know about the subject. Teacher requests the investigation and
provides the source, then he/she performs the exercise in the
book “Language for life” about uses of comparatives.
The student does an exercise of linking words in the book
“Language for life”.
The student, collects and presents information that is classified
for use in his/her Final Product (Phase 1).
The student identifies adjectives and apply the specific rules for
the comparatives and superlatives in short and long forms.
The student, in mixed teams, identifies the uses of equality
comparative form (as..as). He/She does the exercises in his/her
book practicing the uses of …as ... as…, and …not as ... as…
The student, in mixed teams applies info related to the irregular
adjectives for comparative and superlative, investigates a
vocabulary and performs the exercises in the book “Language for
life”, using correct forms of the adjectives.
The student, presents the draft to be shown as the Final Product
first attempt, as well as researched information to be ready for the
second revision and take notes before final delivery (Phase 2).
The teacher presents material for the uses of comparatives,
superlatives and equality, identifying grammatical rules.
The teacher shows students pictures of people, objects and
places to the students and they identify and describe their
characteristics.
The teacher asks students gathering information based on
the vocabulary to be used in the final product as well as the
investigation of adjectives to be used with it.
The teacher explains the material to be used with
comparatives and superlatives, and exemplifies the
vocabulary derived of adjectives.
The teacher returns to the previous two issues and explains
the comparative of equality (…as ... as…) in its variated
forms. He uses the book “Language for life”, and then
performs the exercise as warm up.
The teacher, in basis on the previous topic refers to the
uses of comparatives, now explains the grammatical uses
of irregular adjectives in the book “Language for life”.
The teacher asks for to students to apply forms and
compare the list of adjectives that will be used in the Final
Product of the Module I.

5. ETAPA DE CIERRE
No
Sesiones
ACTIVIDADES DE APRENDIZAJE ACTIVIDADES DE ENSEÑANZA
2 The student asks questions about how to deliver his/her work as
a Final Product of Module I.
The student, in mixed teams, will deliver the Final Product (Phase
2), considering the use of Power-Point, the appropriate content,
the use of every comparative form, and the date to be delivered.
The teacher collects information from the Final Product of
the students to review and define the final aspects of the
task and evaluate the Final Product of Module I.
The teacher will ask the students about the delivering of
electronic submissions of their Final Products of Module I,
on time, in English, with the use of Power-Point and sent
via e-mail.
EVALUACIÓN
Tipo de evaluación Actividad a evaluar Instrumento o herramienta de
registro
Forma de evaluación
(Autoevaluación-Coevaluación-
Heteroevaluación)
Ponderación
Diagnostic Diagnostic exam Checklist Co-evaluative Doesn’t Apply
Formative
Tasks of book
Phases I and 2 of Final
Product
Checklist Hetero-evaluative 30%
Summative Final Product Rubric Co-evaluative/Hetero-evaluative 30%
Sumativa:
Evaluación Cualitativa
 Formative 30% (Practices in the book “Language for life” and delivery of Phases I and II of the Final Product)
Different tasks of the book “Language for life” (5%)
Uses of comparative adjectives (5%)
Delivery of Phases I and II of the Final Product in Module I (20%)
 Final Product 30%
Final Product delivery on time and well done (30%)
60 %
Evaluación Cuantitativa
 Exam of Module I 40 %
40 %
Calificación Final 100 %

6. BIBLIOGRAFÍA
Language for Life 2 VictoriaS.Oliva AngloPublishingCompany
UploadUs 2 VirginiaEvans ExpressPublishingCompany
ONLINE RESOURCES
www.saberingles.com.ar/songs/index.html
 This is an English interactive teacher’s corner. You will find here many useful ideas, materials and tips for making your
classes more fun and interesting.
 This is a place to find different activities as: games, reading, writing, vocabulary, English songs translated to Spanish,
exams, finger plays, speaking and printed exercises, flashcards, chats, etc.
www.eslgamesworld.com
 Fun games for esl teachers and students, power-point games, games for class or if you have an English lab. Do it in it.
www.englishgrammarsecrets.com
 It is an excellent website, this page has free grammar lessons, exercises, advanced keyword suggestions you will need
and you can take these to teach English.
RECURSOS DIDÁCTICOS
 English book (Language for Life 2 Plus, Victoria Oliva, Anglo Publishing Co.).
 Whiteboard.
 Flash cards / Copies.
 Images / Photos.
 Videos.
 Tape Recorder (Audio CD), Music (Songs).
 PC / Power-Point Presentations / Internet.
 Games & Dynamics.