ingles

1. PLANNING FOR THE FOURTH CLASS
BLOCK A SECOND LANGUAGE: ENGLISH III
TEACHER:ROYCE BETANCOURT BUSTILLOS
PLANNING TEACHING PERIOD:SEQUENCE 33-37
SECONDARY SCHOOL:
GUADALUPE VICTORIANo. 3029
GRADEAND GROUPS
A,B,C,Dand E
CITY: MADERA CHIH.
SOCIAL PRACTICE Understand and produce oral exchanges related to leisure situations
TOPIC Doing with the language
ENVIRONMENT Familiar and community
SPECIFIC
COMPETENCY:
Interpret and offer descriptions regarding unexpected situations in an oral exchange
CURRICULAR
STANDARDS
TO WORK
COMPREHENSION
Understand main ideas in spoken texts offamiliar and common matters.
Use known resources and strategies to interpret oral messages.
PRODUCTION
Have a range ofstrategies to open, keep, and close simple interactions on familiar topics
or personal interest.
Formulate expressions to invite others to join the conversation.
MULTIMODALITY
Associate body and visual language with oral language.
CONTENTS
Listen to and explore descriptions of
unexpected situations shared in an oral
exchange.
• Identify topic, purpose, and intended
audience.
• Observe and understand non-verbal
language.
• Identify attitudes and emotions.
• Establish speakers’ profiles.
• Determine the place where an
exchange occurs.
PURPOSE
Adapt their language
to unexpected
communicative
needs
ACHIEVEMENTS
• Determines the function of pauses, rhythm, and
intonation.
• Negotiates meaning.
• Rephrases ideas.
• Uses strategies to restore a failed conversation.
• Anticipates general sense,main ideas, and some
details in order to produce an oral text.
EVALUATION OF HEADINGS
ENDPOINTS BY RUBRICS
Performance Level Qualification
1 Insufficient
2 Low
3 Acceptable
4 Highlights
5.0
6.0
7.0 y 8.0
9.0 y 10
HEADING LEVEL OF
PRODUCT
Testimony
––Select an unexpected
situation.
––Write sentences to
describe an unexpected
situation.
––Check that sentences are
understood when said and
heard.
––Organize sentences into

2. PERFORMANCE
Participation with the group in the conversation on to
verify the pronunciation
Pronounce correctly words and phrases without self-
conscious in front of their peers
Shows interest in demonstrating acceptable discipline
class
The language is written in clear and readable book
Is good understanding of written and spoken dialogue
Performs tasks and activities planned by the teacher in
both team and individual
a text to put together a
testimony.
––Practice the enunciation of
testimonies.
––Establish turns of
participation.
––Participate in an exchange
of testimonies.
COMMENTS:
ACHIEVEMENTS ACTIVITIES MATERIALS
Determines the
function
of pauses, rhythm, and
intonation.
• Negotiates meaning.
• Rephrases ideas.
• Uses strategies to
restore a
failed conversation.
• Anticipates general
sense,
main ideas, and some
details in order to
produce
an oral text.
Specific activities with the language: interpret and offer
descriptions
regarding unexpected situations in an oral exchange
Check descriptions regarding unexpected situations shared in an oral
exchange, based on context clues, with the teacher’s supervision.
––Listen to descriptions of unexpected situations (e.g.,during cultural
or sporting events,etc.).
––Identify topic, purpose and intended audience.
––Observe and understand non-verbal communication in an oral
exchange.
––Distinguish attitudes and emotions.
––Establish speakers’ profiles (e.g.,occupation, age, status,etc.).
––Determine the place where an exchange occurs.
Interpret general meaning, main ideas and some details in descriptions
of unexpected situations shared in an oral exchange, with the teacher’s
supervision.
––Listen to descriptions of unexpected situations shared in an oral
exchange.
BOOK
AUDIO SCRIPT
PAPER
EXTRA
MATERIAL
BOARD

3. ––Clarify meaning of words.
––Recognize ways to describe an unexpected situation.
––Infer generalmeaning from explicit information.
––Identify main ideas and information that enhances,exemplifies or
explains them.
––Recognize strategies used to rephrase ideas, adjust volume and
speed, and negotiate meaning.
––Determine sequence of enunciation.
––Formulate questions to understand a description.
––Notice English variant.
Describe unexpected occurrences in an oral exchange with the
teacher’s supervision.
––Write sentences to describe unexpected situations.
––Include details to main ideas.
––Use non-verbalcommunication.
––Change direct speech into indirect speech and vice versa.
––Adjust speed, rhythm, diction and intonation.
––Rephrase ideas.
––Use strategies to add meaning.
––Use strategies to repair a failed conversation.
––Produce descriptions of unexpected situations spontaneously.
––Maintain an oral exchange.
––Anticipate general meaning and main ideas to carry out a
conversation.
Features and types of oral and written texts.
––Topic, purpose and intended audience.
––Context clues.
––Speech register.
Phonic, syntactic and semantic elements of texts.

4. ––Direct and indirect speech.
––Acoustic features.
––Word list suitable for this practice of language.
––Sentence types:interrogatives.
––Adjectives: qualifying, superlative.
––Adverbs:of time, of quantity.
––Paraphrasing.
––Language formulae (e.g.,greeting, courtesy and farewell
expressions).
––Syntactic particularities of the English language: lack of double
negative (e.g., They didn’t go anywhere,
They had no time to lose).
Product: testimonial
Distribute among teams the necessary actions to give a testimony about
unexpected situations in an oral exchange.
––Select an unexpected situation.
––Write sentences to describe an unexpected situation.
––Revise that sentences are understood when spoken and listened to.
––Organize sentences into a text to put together a testimony.
––Practice the enunciation of testimonies.
––Establish turns of participation.
Participate in an exchange of testimonies.
SUBDIRECTORA
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LIDIA ELENA SOLANO