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Escuela Normal Superior Pública del Estado de Hidalgo

Licenciatura en Enseñanza y Aprendizaje del Inglés en Educación Secundaria

Maestro Crecenciano Hernández Isidro

6to semestre inglés

Sociocultura

Maricela Cisneros Olvera

Producto final
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INDEX

ESSAY.........................................................................................................................................................................................................3
MIND MAP .................................................................................................................................................................................................7
LESSON PLANS.........................................................................................................................................................................................8
LESSON PLAN............................................................................................................................................................................................9
ARGUMENTATION …………………………………………………………………………………………………………...……….10
LESSON PLAN......................................................................................................................................................................................... 12
ANEXOS …………………………………...…………………………………………………………………………………….13, 14,15
ARGUMENTATION…………………………………………………………………………………………………………………….16
SOCIOCULTURE IN THE PANNIG AND CONCLUSION OF COURSE............................................................................................17
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INDEX ESSAY

Introduction………………………………………………………………………………………………………………………2

Development………………………………………………………………………………………………………………….......2.

English and how they are expressed in their context (community and school)………………………………………………3

Scientific advance reconfiguring the social practice of languag………………………………………………………………3.

Conclusion…………………………………………………………………………………………………………………….......3

References…………………………………………………………………………………………………………………………4

Introduction
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R
ecently, we have experienced changes associated with new ways of
living and developing in everyday life, the pandemic arising from the
Sars Cov-2 virus, which has led to a significant increase in the
number of people living with the virus.

Beyond the dramatic effects of Covid remains the way we have learned to live, it seems that the pandemic came to accelerate
globalization, that is, it brought us closer to the world while keeping us away from all human contact.

In this sense the use of technology became indispensable, the English language became stronger because of the tools available
to facilitate communication between us and the rest of the world, in many cases, the applications or software available had English as
their native language.

Development

The way in which English permeated our daily life was slow, it was present in details such as music, TV series, movies or
products, however, the need to communicate and learn has accelerated the way in which we are exposed to this language.

The use of social networks projects to eliminate language barriers through the application of artificial intelligence to articulate
conversations in real time without language barriers, one example is the meta version of facebook, which develops technology to
translate conversations in real time so that both the sender and the receiver understand the message instantly whatever the language of
the participants.
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English and how they are expressed in their context (community and school)

The way in which these advances are reflected in the school and family context are evident in the use of technology to learn
a new language, English teaching services are becoming more common with the use of platforms that allow remote interaction with
native speakers, all from the comfort of your home thanks to the internet.

In the family environment, video calls allow to be closer and closer to those who are far away, in another country or speak
another language, automatic translations of publications on social networks have also made it easier to break the language borders,
making available to all users messages written in English, French, German, etc.

Scientific advances reconfiguring the social practices of language

The new language practices are based on the use of artificial intelligence to communicate with others, or to write messages,
read books, or ask for help. In the last months automatic assistants in product sales platforms have become more common, helping
users from other countries to establish consumer links with international companies, such is the case of Amazon, Alibaa, Linio, etc.
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Conclusion

In short, the way we communicate and use language is constantly evolving, which represents advantages but also creates gaps
in the way we communicate, however, we cannot remain indifferent to technological advances that facilitate communication. with
people from all over the world in different languages.

References

La globalización lingüística: el conflicto entre el inglés y el español. Actualización del caso de México y los Estados Unidos

José Eduardo Villalobos Graillet University of Guelph

Las lenguas y la globalización: Miquel Siguan https://www.euskara.euskadi.eus/contenidos/informacion/artik26_1_siguan_08_07/

es_siguan/adjuntos/Miquel-Siguan-cas.pdf

Educación y globalización: una visión crítica Recibido: 18 de junio de 2015 – Revisado: 05 de noviembre de 2015 – Aceptado: 14 de
diciembre de 2015 William Rodrigo Avendaño Castro2 Ramón Eduardo Guacaneme Pineda3:
http://www.scielo.org.co/pdf/ccso/v16n30/v16n30a14.pdf
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MIND MAP
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ESCUELA NORMAL SUPERIOR PÚBLICA DEL ESTADO DE HIDALGO

LICENCIATURA EN LA ENSEÑANZA – APRENDIZAJE DEL INGLÉS
PROYECTOS DE INTERVENCIÓN

School: Escuela Normal Superior Publica del Estado de Hidalgo

Teacher: Maricela Cisneros Olvera
Subject: Going to Grade and group: 1 A Nº of students: 30
Date of the class: June Time: 40 min Level: A1

Context: Prepare a party

Prior Knowledge: Structure and elements to use the going to
Objective: Students use going to write a dialogue about a party

Stage of the lesson Time Activities Interaction Materials Assessment

Engage 5 min What do you need to organize a party? Work in pairs
Development 10 min Practice the following conversation with Work in pairs Projector, Power Point It will be evaluated that
Communicative your partner and take turns pointing presentation and the student locates the
activities out each element that is necessary to worksheet elements required to
have a party make a party, as well as
the practice of dialogue
with his partner.
Development 10 min Work in pairs worksheets and format It will be evaluated that
Communicative Create a similar dialogue to make a of the previous the team has completed
activities party for a friend or family member and conversation the activity by writing
write it the dialogue they will
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occupy to talk about

what they will do for a
friend or relative's party
Development 10 Students practice the dialogue they Work in pairs Worksheets The teacher will evaluate
Communicative min wrote. the conversation based
activities on the correct use of
going to in the dialogue
Closure 5 min Make a list of the people you invite to a Individual Worksheets The teacher will evaluate
birthday party use of structure “I'm
going to invite”

Anticipated problems and solutions: Students may feel restless about practicing with vocabulary, the teacher will remain pending of
doubts about words that can be used, as well as how to say them

Reflection about the class: I believe that practicing with small fragments helps to create an environment where students feel
comfortable and, in this way, to be able to practice more often
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ARGUMENTATION
I designed this class so that students could practice the language in a real context, using the future tense with going to

I used a communicative method, which was disastrous because the level of English of the students did not allow them to have an

exchange of ideas using English as a second language

Each stage of this lesson plan required conversation and the level of English was not sufficient to achieve good results, in addition to

inibiating the students or distracting them, because not being able to meet the difficulty of the activity, they chose to abandon it and

talk in English or just lose interest

On the other hand, the use of the projector and the internet made it significantly difficult to show the prepared material. In short, I think

that this planning is for a B1 level of English and not an A1, as is the case with the level of the students with whom I was able to

practice.
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ESCUELA NORMAL SUPERIOR PÚBLICA DEL ESTADO DE HIDALGO

LICENCIATURA EN LA ENSEÑANZA – APRENDIZAJE DEL INGLÉS
PROYECTOS DE INTERVENCIÓN

School: Escuela Normal Superior Publica del Estado de Hidalgo

Teacher: Maricela Cisneros Olvera
Subject: Questions Grade and group: 1 A Nº of students: 30
Date of the class: June Time: 40 min Level: A1

Context: Use of questions

Prior Knowledge: Personal pronouns
Objective: Students write a short interview with a partner

Stage of the lesson Time Activities Interaction Materials

Engage. Activity of 5 min The students will answer a letter soup of questions Work in pairs Work sheet
intervention proyect words in English
Presentation 10 min The teacher will present the topic of questions Wole group Projector, Power Point
Words presentation or worksheet
Practice 10 min Work in pairs worksheets
Students will play a trivia game
Production 10 min Students will write 5 questions as an interview to Work in pairs Worksheets
their teammate
Closure 5 min Students will answer the questions Individual Work in your note book
What things distracted me in class?
How did I feel in class?
Anticipated problems and solutions: time may be insufficient for all planned activities
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ANEX
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ANEX 02
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ANEX 03
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ARGUMENTATION

In particular, I liked this planning because, in its majority, the activities were in accordance with the level of English of the students.

In the first part, I asked the students to solve a word search with reference to the theme of the question words.

Later in the explanation of the subject, I use a worksheet to start, in this part, I recognize that in this material a word was presented that is a little

advanced for the level of English, it is the case of "whom"

The third part of the class is the one that corresponds to the practice, I ask the students to play a board game, the students liked this activity

because they practiced the use of questions, I can say that in a sense, I would change the use from the dice per team to perhaps a larger dice to

be able to play with everyone and thus take better advantage of the time, since the activity took longer than planned and therefore affected the

production and closing activity.

Among the positive characteristics of this planning I can highlight the use and disposition of the materials as well as the practice of the language

with the planned activities, the objective of using the questions words was fulfilled although time did not allow me to get to the feed back
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SOCIOCULTURE IN THE PLANNING AND CONCLUSIONS OF THE COURSE

In both plans I tried to make use of the language in a real context, prioritizing communication, in relation to the socioculture within

them, I think it is present in the words we use to name what is every day in a known environment, but also it is identical to that of our

country only that they are a different language.

About what I learned in this class, I can highlight, first of all the importance of punctuality, secondly the use of language as a means to

an end and thirdly and related to teaching, it is the difficult way to reach Next development area.

In this sense, I think that during all the practice sessions, I did not manage to reach this point, I can argue that the reasons were

determined by the number of practice days and the numerous interruptions during the sessions, so registering a follow-up in the student

learning was difficult or non-existent.

I believe that socioculture allows us to take a look at the world from a daily perspective, often the most trivial actions or forms of vice

and communication are repeated in all countries, regardless of language, but it is precisely at this point that we can take advantage of

the match to learn a new language

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