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1. SUBSECRETARIA DE EDUCACIÓN OBLIGATORIA
DIRECCIÓN GENERAL DE EDUCACIÓN BÁSICA
DIRECCIÓN DE SECUNDARIAS TÉCNICAS
ESCUELA SECUNDARIA TÉCNICA No.
44
C.C.T.21DST0048O
Didactic planning
Subject:English Teacher’s Name:Jaqueline Palafox Soto Grade:__1º_ Groups:“A”, “B”, “C”, “G” School Cycle: 2017-2018
School: Técnica No. 44 Place:San Pablo Xochimeguacan.
curricular segment to be developed
Unit : _1 “A”_ Number of sessions: _12_ Period: August 21st – September 15th
Social Practice of the language: Understandand use
informationaboutgoodsandservices.
Environment:Familiarandcommunity
Achievements: Producesexpressionstoprovide information.
Specificcompetency:Give andreceive informationforperformingcommunityservice.
DIDACTIC SITUATIONS
Warm up Developing Closing Resources
and materials
Session 1 Students are going to introduce
themselves in front of the class,
expressing personal infromation like
name, age, favorite color, animal,
food and sport, in order to observe
the English speaking level.
It will be showed the evaluation criteria, the
rules of the classroom in the English subject,
and the notebooks features.
The students will carry out a drill in order to get
acquainted with the pronunciation, they are going to
listen some instructions, for example stand up, sit
down, one step to the right/left)”.
Markers
whiteboard
Session 2 Will be applied the diagnostic exam in order to know the students’ English Level and make the correct didactic intervention. Diagnostic
Exam.
Session 3-
6
During this sessions students are going to make different activites about basic knowledge,because according to the results in the diagnostic
exam students do not be able to understand the elemental instructions, so, in this week students are going to go over numbers, alphabet,
personal pronouns, days of the week, months of the year, indefinite article and family members vocabulary.
Colours, flash-
cards,pictures,
magazines,
sissors and
glue.
Session 7 it will be introduced “Goods and
Services” topic , showing vocabulary
about ten proffesions in English with
an spelling.
In plenarystudents are going to exprees ideas
about what people do, the answers will be
write down on the whiteboard, for example:
Fire fighter- turn off the fire
Doctor: hears people
After that will be explained that all of this
activities are services offer for the society
benefits.
Students are going to write down in the notebook
phrases or keywords with their meaning,as homework
students are going to ilustrate the professions
vocabulary.
Flash-cards
Markers
Colors
pictures
sissors and
glue.

2. Date: 28 de Agosto de 2017
Teacher AcademicCoordination Principal
TeacherJaqueline Palafox Soto TeacherCarolinaEspinoMartínez Teacher ElsaRiverade la Rosa
Session 8 It will be showed places vocabulary
in English using flash-cards.
Students are going to match the professions
with the places where people job, for
example:
The firefighter Works in a fire station.
The doctor Works in the hospital.
Students are going to write professions vocabularyand
places,in disorder and after they will have to oder the
words in order to rememeber the vocbaulary.
Flash-cards
markers
Session 9 It will show to students some
examples about goods and services
like clothes, food and english
vocabulary with media resources.
Students are going to make a chartper teams,
in a bond paper using words and pictures
related with godos and services.
Students are going to make a presentation for the class
about the características of goods and services, the
rest of students are going to take notes about each
presentation on their notebooks.
Video about
goods and
services.
Session 10 It will show to students some
begining, developing and closing
phrases, useful to make a
conversation to ask a good or
service.
Students are going to write the phrases on the
notebook and after per teams they are going
to choose some of them to write a short
conversation asking a service using English
vocabulary learned in class.
Students are going to organize in order to choose roles
to each one and make a representation in front of the
class.
Bond paper
pictures
sissors
glue
Markers
Magazines
Session 11 FINAL PRODUCT: Students will have to present the conversation in paper bond. It will be evaluated with a evaluation instrument. Bond paper
Session 12 FINAL PRESENTATION: Students will have to present the conversation in paper
bond. It will be evaluated with a evaluation instrument.
Students are going to answer a test, about the
differences between goods and services and the
learned vocabulary.
FINAL PRODUCT: Role play and conversation using vocabularyseen during class.
EVALUATION:It will be evaluated through hetero-evaluation, notebooks notes,
homeworks, participation, and the conversation writing by students.
EVALUATION INSTRUMENT: I am going to use a rubric to evaluate the students
performance during the presentation.
OBSERVATIONS: Curricular adaptations are made depending on the needs ofeach group present.

3. Didactic planning
Subject:English Teacher’s Name:Jaqueline Palafox Soto Grade:__1º_ Groups:“A”, “B”, “C”, “G” School Cycle: 2017-2018
School: Técnica No. 44 Place:San Pablo Xochimeguacan.
curricular segment to be developed
Unit : _1 “B”_ Number of sessions: _12_ Period: September 18th- October 13th
Social Practice of the language: Read and understanddifferent
typesof literarytextsfromcountrieswhere Englishisspoken.
Environment:Literaryand Ludic
Achievements: RecountEvents from Illustrations
Specific Competence: Read classic tales and compose a briefstory from them.
Didactic Situations
Warm up Developing Closing Resources and
materials
Session 1 Brainstorming will be done byasking
the students what classical stories
they know?
And note the answers on the board
in English.
Later some images of classic stories will be
shown and the students will be asked to say
the title of each story.
From each story will be written which are the
elements that compose it, such as title,
characters, place where story is developed,
beginning, development and closure.
The students will make annotations in the notebook
about the elements that make up the story.
Images of the
main classic
stories, in slides
or tabloid size.
Session 2 Teacher will introduce the text of a
short classic story, (the three little
pigs, red riding hood, Cinderella)
In a group way, the text will be read, so that
the students listen to the pronunciation and
repeat it; with images will be shown to the
students vocabulary of the story, so that they
relate and understand the ideas. At the end
of the reading there will be a brainstorming
about what the story is about and the
elements it contains.
Students will paste the copy of the text in the
notebook and take note of the vocabulary that
contains the story with its meaning.
Later they will illustrate the vocabulary of the story in
the task book.
- Copies of the
chosen classic
story.
-Images on the
vocabulary of
the story.
Session 3 The class begins with a spelling on
the elements contained in the story,
to make it easier for students to
remember the vocabulary.
Individual students will read the text seen in
the previous session and identify the
elements that make up the story underlining
them with different colors.
Red: characters
Green: title
Amarillo: place where the story unfolds.
Students will choose a graphic organizer to manage
the information,and individuallyelaborate a scheme,
conceptual map, mental map, etc. To represent the
information previously underlined.
Colors

4. Date: 28 de Agosto de 2017
Teacher AcademicCoordination Principal
Session 4 A dynamics will be realized so that
the students are grouped by teams
of four members,depending on their
birthday.
Each team will be given an envelope with a
classic storyin disorder;students willread the
story out loud and they will have to listen and
order it, they will try as manytimes as possible
until they are able to order it correctly.
Once ordered the story will be copied in the notebook
and later students will be asked what the story is
about,if it was difficultto organize the story and why,
in order to generate a reflection on the work in class.
Envelopes with
the classic story
in disorder.
Session 5-
6
With the text ordered in the previous class the students will again underline the elements that compose the story, annotate the unknown
vocabulary in the notebook and with the help of the dictionary will look for the meaning and choose a graphic organizer to re present the
information. Students will illustrate the unknown vocabulary found in the reading in the homework book.
Dictionary
Session 7 Students will be presented ten verbs
selected from previous readings in
the past with a spelling.
Students will be explained the simple past
rules and the differences between regular and
irregular verbs.
Students will create a table in the notebook with the
characteristics of regular and irregular verbs.
Images of the
selected verbs.
Session 8 Students will play "Bingo"with some
English verbs by teams.
Afterwards a table will be drawn on the board
and the students will have to classifythe verbs
in regular and irregular,paste the image ofthe
verb or write the word in the corresponding
column by teams.
Students will be explained the structure of the three
different types of sentences, affirmative, negative
and interrogative in the past. By teams the students
will order affirmative, negative and interrogative
sentences in disorder.
Bingo game of
verbs.
-Scotch tape
Session 9 Students will work on the final product, using previous vocabulary seen in class, review week, verbs or goods and services. They should
make their own story, write a short story and add illustrations.
Markers, colored
sheets
Session 10 PRESENTATION OF THE FINAL PRODUCT:students mustsubmitthe storyinvented by them,which will be evaluated with a rubric to rectify
that it complies with the elements previously seen in class, and the best stories will be read and presented to the group.
Rubric
Session 11 By teams students will have cards with
elements of different stories and vocabulary
(beginning, development, characters), which
should be classified on the board according to
the image of the story that corresponds.
At the end of the activity the students will
perform a co-evauación and between teams
will verify that the elements of each story are
correct.
Students will be given a certain amount of
letters per team, and they will have to put
together a crossword puzzle with the words
forming words related to story elements,
vocabulary and past tense verbs.
Cards with the
name of the
elements of
each story.
-images of the
classic stories.
-Record of
letters.
Session 12 The students will order twenty words in
disorder to form verbs in English, in their
notebook, will put their meaning,whether the
verb is regular or irregular and the past of
each verb.
Students will be given a card with a verb
written on it, and a board with the rules of the
verbs will be drawn on the board, each
student must go to the front to place it in the
corresponding place.
Elaborate cover of the second block Cards with
verbs.
Markers
Scotch tape.
FINAL PRODUCT: Tale using English vocabularyseen in class and using verbs in simple past.
EVALUATION:It will be evaluated through hetero-evaluation, notebooks notes,
homeworks, participation, and the use of vocabulary, verbs in English, writing and
creativity in the making of the story.
EVALUATION INSTRUMENT: I am going to use a rubric to evaluate the students
tale and its characteristics.
OBSERVATIONS: Curricular adaptations are made depending on the needs ofeach group present.

5. TeacherJaqueline Palafox Soto TeacherCarolinaEspinoMartínez Teacher ElsaRiverade la Rosa