Subsecretaría de Educación Media Superior

Coordinación Sectorial de Desarrollo Académico

SUBSECRETARIA DE EDUCACIÓN MEDIA SUPERIOR

INSTRUMENTO DE REGISTRO DE ESTRATEGIAS DIDÁCTICAS 4
IDENTIFICACIÓN
Institución: Dirección General de Educación Tecnológica Agropecuaria y Ciencias del Mar.

Plantel: Centro de Estudios Tecnológicos del Mar 07 Profesor(es): María Antonia Pavón Arias, Elia Cristina Rosales Galindo, Alberto Miranda
Tello, Sergio Edson Hernández Anaya.
Asignatura: Inglés III Periodo de aplicación: Del 09 al 13 de
octubre
Semestre: Tercero Carrera: 3 horas
Duración en horas:
25 de agosto de 2023
Fecha de elaboración:
Ciclo escolar: agosto 23- enero24

INTENCIONES FORMATIVAS
PROPÓSITO DE LA ASIGNATURA:
By the end of the third semester of English the student reads, writes, understands and exchanges information about him/herself and others according to the
context and time he/she is situated.

Eje: Communicating, implicating and collaborating with others (transversal axis for all subjects in the communication disciplinary field as well as social
sciences)
Componente: Communication and interpersonal relationships.
Integration of learning communities
Contextualization of learning communities through students' interests and academic experiences.

CONTENIDO CENTRAL: CONTENIDO(S) ESPECÍFICOS

Identified múltiples uses of verbs ending with ing and be able to elaborate a Expressing preferences and hobbies. (Verbs -ing /verbs in infinitive.).
Survey deducing the differences among verb in gerund an infinitive.
APRENDIZAJE(S) ESPERADO(S)
Students talk about what they like to do in their everyday context, they can also share their ideas to others about what they don’t like to do and make questions to
find out that information among other people.

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Coordinación Sectorial de Desarrollo Académico

The student distinguishes and uses verbs followed by gerund and verbs followed by infinitive in different contexts.
COMPETENCIAS GENÉRICAS Y ATRIBUTOS

4. The student listens, interprets, and communicates messages relevant to different contexts by using appropriate means, codes and tools .
Atributos:
4.2 He/She uses different communicative strategies according to the audience, context and his/her objectives.

COMPETENCIAS DISCIPLINARES
11. Communicates in a foreign language through a logical speech, oral or written, consistent with the communicative situation
HABILIDADES SOCIOEMOCIONALES
Dimension: RELACIONA T: Establece relaciones constructivas con otras personas.
Habilidad: conciencia social
Lección 11: ¿Quiénes participamos?
Se aplicará en la semana 11 al final del segundo parcial

TÉCNICA DE ENSEÑANZA
To develop the four skills (Reading,listening, writing, speaking). Communicative Competence.

EJERCICIO DE TRANSVERSALIDAD
Campo Disciplinar Matemáticas Ciencias Comunicación Humanidades Ciencias Sociales Módulo Profesional
Experimentales

Asignatura/Módulo/
Submódulo

Aprendizaje
esperado

Contenido central

Contenido específico
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 Subsecretaría de Educación Media Superior
Coordinación Sectorial de Desarrollo Académico

Productos esperados

Proyecto integrador o
producto esperado

Actividades de
enseñanza
Momento
Instrumento de
evaluación

ACTIVIDADES DE APRENDIZAJE
APERTURA
Producto(s)
Actividades de enseñanza Actividades de aprendizaje Aprendizaje (s) Evaluación Duración
de
esperado (s) Competencia (tipo/instrumento
El docente: El estudiante: aprendizajes
(s) /ponderación)
esperados
T shows ss different SS name the vocabulary of the Students talk about 4.2 He/She uses Oral activity Diagnostic 20 mins
pictures related to hobbies
and preferences. T elicits ss hobbies and preferences what they like to do different
to name the vocabulary of shown. in their everyday communicative
them and talk about their They talk about what they like context, they can strategies according
favorite activities.
doing. also share their to the audience,
ideas to others context and his/her
about what they objectives.
don’t like to do and
make questions to
find out that
information among

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 Subsecretaría de Educación Media Superior
Coordinación Sectorial de Desarrollo Académico

other people.

DESAROLLO
Producto(s)
Actividades de enseñanza Actividades de aprendizaje Aprendizaje (s) Evaluación Duración
de
esperado (s) Competencia (tipo/instrumento
El docente: El estudiante: aprendizajes
(s) /ponderación)
esperados
T presents the use of infinitive Ss pay attention to the PPT Students develop 4.2 He/She uses 30 mins
and -ing verbs what are the presentation of infinitive and - the four skills and different
differences between them ing verbs and take notes. use the verbs -ing / communicative
showing a PPT presentation. infinitive to express strategies
preferences and according to the
At the end, teacher asks ss hobbies. audience, context
about doubts to finish the and his/her
explanation. objectives

10 mins
T asks ss to look at some 11.
They look at some pictures and Vocabulary/ Formative
pictures and vabulary. Communicates in
vabulary. complete some listening activity Checklist
complete some sentences a foreign
sentences with the vocabulary,
with the vocabulary, after that language through
after that they listen and check a logical speech,
they listen and check their
their answers. oral or written,
answers.
consistent with 15 mins
SS read a conversation, pay the
T elicits ss to read a Reading and Formative
attention to the use of some communicative
conversation in which they can oral activities Checklist
infinitive and -ing verbs. After situation
focus their attention in the use
identifying the grammatical
of some infinitive and -ing
point, ss answer the activities.
verbs. After identifying the
At the end they comment the
grammatical point, ss answer
answers.
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 Subsecretaría de Educación Media Superior
Coordinación Sectorial de Desarrollo Académico

the activities. At the end they

comment the answers.
SS solve some exercises related Formative 15 mins
T asks ss to solve some to infinitive and -ing verbs. Checklist
grammar activities from the Grammar activities
book. Students’ answers 15 mins
SS answer some online Formative
T aks Ss practice these topics exercises related to infinitive Autoevaluation
through online grammar and and -ing verbs. Checklist
Grammar activities
vocabulary.
Students’ answers
15 mins
(screen shot
SS read a text and then answer evidence) Formative
T asks ssto read a text and a True False activity to check ss’ Checklist
then answer a True False comprehension. Reading Students’
activity to check ss’ answers
comprehension.

Retroalimentación

CIERRE
Producto(s)
Actividades de enseñanza Actividades de aprendizaje Aprendizaje (s) Evaluación Duración
de
esperado (s) Competencia (s) (tipo/instrumento
El docente: El estudiante: aprendizajes
/ponderación)
esperados
T asks ss to elaborate and Students elaborate and do a Students talk 4.2 He/She uses Survey Heteroevaluation 1 hour
do a survey with their survey with their classmates about what they different Oral Rubric
classmates about what they about what they like to do, the like to do in their communicative presentation
like to do, the questions questions should have a everyday context, strategies
should have a limitation of limitation of time and place, they can also according to the
time and place, for example: for share their ideas audience, context
What do you like to do after example: to others about and his/her
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Coordinación Sectorial de Desarrollo Académico

school? What do you like to do after what they don’t objectives

T asks ss to report the school? like to do and
collected answers to the Afterwards, they report make questions 11. Communicates
rest of the class, trying to the collected answers to to find out that in a foreign
find similarities and the rest of the class, trying to information language through a
elaborating a graphic find similarities and among other logical speech, oral
organizer. elaborating a graphic people. or written,
organizer. The student consistent with the
A student selects and distinguishes communicative
elaborates a graphic organizer and uses verbs situation
by teams where they write followed by
examples of the verbs gerund and
followed by infinitive forms verbs followed
and the ones by infinitive in
followed by –ing forms. different
contexts.
Retroalimentación

RECURSOS
Equipo Material Fuentes de información
Diapositivas Libro de Inglés BÁSICA: Burkholder, A. (2020). Cambridge Horizons for Bachillerato Tecnológico (2a edición).
Cañón Libreta Cambridge University Press .
Laptop Lapicero
Bocina Recursos en línea FUENTES ELECTRÓNICAS:
Imágenes https://www.perfect-english-grammar.com/gerunds-and-infinitives.html

https://agendaweb.org/exercises/verbs/infinitive-gerund/exercise-1

https://agendaweb.org/exercises/verbs/infinitive-gerund/exercise-3

https://agendaweb.org/exercises/verbs/infinitive-gerund/exercise-2

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Coordinación Sectorial de Desarrollo Académico

COMPLEMENTARIA: Murphy, R. (2015). Essential Grammar in Use (4ª edición). Cambridge

University Press.

VALIDACIÓN
Elaboró Revisó Validó Avaló

L.L.I. Ma. Antonia Pavón Arias M en Ed. Elia Cristina Rosales Galindo M.C. Víctor Manuel Ramírez Yepez M.C. Raúl Ortíz Canales
Docente(s) Jefa del Dpto. Académico y de Subdirector Académico Presidente del Consejo Técnico
Competencias Académico