English Planning (Secondary)

“Ignacio Zaragoza Seguin” Secondary School Shift: Morning 2019-2020
1
Degree Week 1. From
SUBJECT English and group and TIME
August 26 to 30.
2
Group diagnosis. Presentation by
SOCIAL LEARNING SPECIFIC
School. the teacher with the students and
ENVIRONMENT COMPETENCE
vice versa.
SOCIAL LANGUAGE Do oral and written recognition to have a general diagnosis and
PRACTICE starting point for subsequent classes.
EXPECTED
CONTENTS
LEARNING
At this stage it is Identify visual and auditory vocabulary.
expected to detect a  Show flashcards and identify their names.
parameter of general  Identify auditory vocabulary relating it to the flashcards.
knowledge of the  Identify dialogue structure.
students, acquired in Understand the content of a sentence and question.
the previous cycle.  Recognize the structure of the sentence and question.
VOCABULARY
a/an, this/that, general vocabulary, verb to be, do/does.
SEQUENCE OF ACTIVITIES
Session 1 START:
 Introduce yourself to the group and ask them to introduce themselves
50’ individually.
 Mention the expected objectives.
 Start the class by showing “flashcards” and ask them to mention their
name in English.
 Ask the students from basic questions to more complex things and
establish what knowledge they have fully mastered and which ones need
to be reinforced.
 Take dictation of words and sentences mentioned by the teacher to review
correct writing and auditory recognition.
DEVELOPMENT:
 Talk about the expectations you have for the school year regarding the
subject of English.
 Write on the board “This school year I would like…”. Clarify its meaning
and ask them to think about a goal they want to set for this school year.
CLOSING:
 Draw a drawing about a goal that is proposed for the school year under
the title “This school year I would like.”
 Share your goal with other colleagues.
 Provide feedback about the day's diagnosis.
Session 2 START:
 Complete names from the vocabulary mentioned in the previous session
50’  Emphasize that English and Spanish subjects in the English language must
always begin with a capital letter as it is a language.
DEVELOPMENT:
 Show images of people doing different activities and their description such
Teacher: Armando Sánchez Montes

as: “play and instrument”, “play a sport”, “study”, “make new friends”,
“speak English”, etc.
 Infer the meaning of the description with the help of the image. Clarify the
meaning if necessary.
 Ask students which of those activities they would like to set as a goal for
this school year.
CLOSING:
 Write down in your notebook the prayers made during the session.
 Give a brief explanation of the topics in which students require review.
Session 3 START:
 Watch and listen to YouTube videos recommended by the teacher.
50’ https://www.youtube.com/watch?v=SA7YUpWUyuE https://www.youtube.com/watch?
v=1f5WXtSMaL8
 Identify the subjects heard in the video.
DEVELOPMENT:
 Listen to an audio about the expectations of different students.
 Show the images from the previous class and point out the vocabulary they
heard in the conversation.
 Listen to the audio again and relate the words or sentences to the images.
CLOSING:
 Read the vocabulary and/or sentences they heard previously. Identify and
point out the sentences that end with a period, question mark and
exclamation mark.
 Enclose the capital letters.
 Identify the three parts of a dialogue, “opening, body and closing”.
REFERENCES AND TEACHING RESOURCES
Site: https://www.youtube.com/watch?v=SA7YUpWUyuE
https://www.youtube.com/watch?v=1f5WXtSMaL8
Youtube.
ASSESSMENT PRODUCT
Individual Illustrated dialogues.
participation.  Answer the questions the teacher asks according to the images
Appreciable he shows you.
pronunciation.  Decide intervention shifts.
Identification of the  Write dictation of individual vocabulary and in sentences in the
parts of a dialogue. notebook.
Correct spelling of  Check, first in bins and then with the teacher, that the writing of
vocabulary. the statements is complete and complies with the spelling
Correct sentence conventions.
structure and  Add the illustrations.
question.  Engage in oral dialogue by reading the statements aloud.
 Exchange the cards with other binaries to know the expectations
of your classmates, as well as to practice the pronunciation and
intonation of expressions in a dialogue.
CURRICULAR ADAPTATIONS
The material used in the previous cycle was observed to see that it can be reusable.

GENERAL REMARKS
It was observed that the students still have a basic parameter of the English language.
Having said the above, work will begin from that level. The teacher must provide extra
material to achieve the objective since they only have a study guide.
1
Degree Week 2. From
September 2 to 6.
2
SOCIAL LEARNING School. SPECIFIC Recognize in a dialogue
ENVIRONMENT COMPETENCE expressions related to personal
expectations regarding the school

year.
SOCIAL LANGUAGE
Speak and write to participate in dialogues of everyday life.
PRACTICE
EXPECTED
CONTENTS
LEARNING
Recognize theme and Listen to expressions linked to expectations.
purpose.  Predict the general meaning.
Structure sentences and  Identify topic, purpose and recipient.
basic questions.  Identify dialogue structure.
Note pitch, rhythm and Understand the content of a dialogue.
pauses.  Recognize statements that express expectations.
Use contextual clues to  Read sentences aloud.
understand the meaning. Participate in oral exchanges.
 Assume the role of an interlocutor to practice pronunciation.
Participate in writing expressions of expectations.
 Complete sentences.
 Write statements from a model.
VOCABULARY
Introductions, greetings, fruits and vegetables, food and drinks, personal belongings.
Session 1 START:
 Listen to the pronunciation of the vocabulary and phrases that are going to
50’ be studied.
 Complete the sentences (orally and verbally).
 Answer the questions (orally and verbally).
DEVELOPMENT:
 Write different sentences on the board. Add the appropriate punctuation
mark. Example:
1. What is your goal for this year ___
2. That's great __
3. I'm going to get good grades __
 Ask students if they remember the use of “this/that, these/those” and the
verb “to be”.
 Write sentences as examples.
CLOSING:
 Show a table with a student's school expectations.
Student's expectations
Take karate do sports Get good grades in
lessons math
Speak English Make new Be on time
Friends
Explain to the students that “student” made a list of the goals he set for
this year. Read and complete sentences following models. Example:
1. I plan to take karate lessons.
2. I plan to be punctual.
Session 2 START:
 Play expectations memory with the Make new
friends
50’ images seen in week 1, session 2. Example:
DEVELOPMENT:
 Listen to a question and answer it or try to answer it.
 Order the sentence correctly using the given vocabulary.
 Talk about the importance of respecting the turn of the person speaking
and not interrupting.
 Underline statements that express expectations.
CLOSING:
 In binas, assume the role of an interlocutor to practice pronunciation.
Session 3 START:
 Review previous vocabulary.
50’  Ask and have the students answer.
DEVELOPMENT:
 Write a dialogue with blank spaces for students to complete. Example:
Erick: Hi, Chris! What ___________ do this year?
Chris: Hello! This year _____________________.
Erick: That's great!
Chris: What about you, Erick?
Erick: This year _____________________.
Chris: ______________!
 Take dictation of vocabulary and exchange notebooks at the end to grade
correct spelling.
CLOSING:
 Complete names of school expectations with the corresponding verb.
Example: Make, take, get, speak, do.
1. ______ new friends.
2. ______ music lessons.
3. ______ English lessons.
4. ______ good grades.
5. ______ homework everyday.
 Exchange notebook to review and grade the activity.

Notes and videos from the previous class. Visual cards (flashcards)
ASSESSMENT PRODUCT
Individual Oral dialogues.
participation.  Introduce yourself one by one using previously studied greetings
Correct sentence and phrases.
structure and  Ask oral questions about the vocabulary studied, working in pairs or
question. asking the teacher directly.
Vocabulary  Show cards and mention the name of the vocabulary.
identification.

Correct
pronunciation of
the vocabulary.
GENERAL REMARKS
The behavior and interest in class on the part of the students has improved compared to
the first week. Even so, we will continue to work hard on the objective, which is, that they be
as well prepared for any diagnostic exam in the English language.
This week I am informed of the position of tutor for the second grade of secondary school,
which I accept with honor, pleasure and responsibility.
1
Degree Week 3. From
September 9 to 13.
2
That the student knows how to
SOCIAL LEARNING SPECIFIC
School recognize written and oral
ENVIRONMENT COMPETENCE
questions and answers effectively.
SOCIAL LANGUAGE Speak and write to participate in dialogues that will take place

PRACTICE within the classroom.

EXPECTED
CONTENTS
LEARNING
Recognize theme and Listen to expressions linked to expectations.
purpose.  Answer according to the type of question.
Short and long  Identify topic, purpose and recipient.
answers.  Identify dialogue structure.
Fluency in answers. Understand the content of a dialogue.
Remember vocabulary.  Recognize statements that express expectations.
 Read sentences aloud.
Participate in oral exchanges.
Participate in writing sentences and questions.
 Write statements from a model.
VOCABULARY
Review of the vocabulary studied the previous week. School vocabulary, parts of a room.
Session 1 START:
 Practice the alphabet using the alphabet song.
50’  Mention vocabulary and have students spell it effectively.
DEVELOPMENT:
 Listen to and read questions using “WH” words.
 Identify names of school subjects.
 Ask students to what degree they understand what they hear.
 Explain again the doubts that the students have.
CLOSING:
 In binas, role-play the conversation.
Session 2 START:
 Introduce new vocabulary (vocabulary from school and parts of the room)
50’  Give the pronunciation of the vocabulary and have them repeat it by
reading it.
 Take dictation of the vocabulary to check correct writing.

DEVELOPMENT:
 Work mainly with the verb “to be” asking questions from the given
vocabulary, for example: Is this a pencil?, Is that a book or a notebook?
 Review answers with the help of the teacher.
 Talk about long and short answers.
CLOSING:
 Practice orally by asking individual questions to each student.
 Read the words aloud.
Session 3 START:
 Solve anagrams of vocabulary seen in class. Example: athm (math),
50’ insahpS (Spanish), tra (art), etc.
DEVELOPMENT:
 Listen to a dialogue from the previous class.
 With the teacher's help, read it aloud.
 Rewrite the dialogue about what was previously studied.
 Check expressions and spelling.
CLOSING:
 In binas, role-play the conversation.

The student will recommend a site or video that they have visited on their own.
ASSESSMENT PRODUCT
Individual Oral and written practice.
participation.  Perform the exercises on your worksheet.
Evaluation through  Check, first in bins and then with the teacher, that the writing
pre-exams of the statements is complete and complies with the spelling
(worksheets). conventions.
 Practice orally answering the same questions answered in
writing.
 Engage in oral dialogue by reading the statements aloud.
It has been decided that the teacher will give them a book recommended by himself that will
be of great support to the students. It has been asked to photocopy it and bring it to the
sessions next week.
GENERAL REMARKS
This week there were times when we had to suspend activities due to rehearsal issues for
the parade on September 16, since it was rehearsing all week. It is intended to resume part of
these unfinished activities for the following week.

1
Degree Week 4. From
September 18 to 20.
2
SOCIAL LEARNING SPECIFIC Understand the structure of
School.
ENVIRONMENT COMPETENCE questions with the verb “to be”.
SOCIAL LANGUAGE
Speak and write to participate in dialogues of everyday life.
PRACTICE
EXPECTED CONTENTS

LEARNING
Be able to convert a Listen to expressions linked to the verb “ser o estar”.
sentence with the verb  Predict the general meaning.
“to be” into a question.  Identify which person we are referring to.
Understand that this  Identify the change of proper nouns for pronouns.
verb is conjugatable Understand the content of a dialogue.
depending on the  Recognize statements that express the use of the verb “to
person we are talking be”.
to.  Read sentences aloud.
Participate in oral exchanges.
Participate in writing expressions with said verb.
VOCABULARY
Verb “to be” in a general sense.
Session 1 START:
 Orally repeat the expressions given by the teacher.
50’ DEVELOPMENT:
 In binas, ask your classmates about general things using the verb “to be”
and respond with personal information. Example:
a. Is this your book?
b. What is your favorite movie?
c. Are they your friends?
 Change partners to ask the same questions.
CLOSING:
 Choose a partner and come forward to ask and answer what was analyzed
in pairs.
Session 2 START:
 Show images and mention that “it is or are” the image(s) shown.
50’  Create a written dialogue and read it to the group.
DEVELOPMENT:
 Decide who will be the first to start the dialogue.
 Write the sentences in your notebook. Check spelling and punctuation with
the help of the teacher.
CLOSING:
 Practice the statements out loud.
Session 3 START:
 Start by reviewing some of the unfinished activities from the week of
50’ rehearsals for the September parade.
 Clarify gaps in understanding that students have on the topic.
DEVELOPMENT:
 Add illustrations.
 Practice saying sentences out loud.
 Respect the tone, rhythm, pauses and intonation.
CLOSING:

 Leave homework exercises to practice at home.

ASSESSMENT PRODUCT
Individual Illustrated dialogues.
participation.  Choose a classmate and determine how many statements the
Preparation of dialogue will contain.
activities in  Decide intervention shifts.
classes.  Check, first in bins and then with the teacher, that the writing of
Identification of the statements is complete and complies with the spelling
sentence structure conventions.
and question.  Add the illustrations.
 Engage in oral dialogue by reading the statements aloud.
It was possible to resume unfinished topics that were missing during the rehearsal week
due to the parade in September.
GENERAL REMARKS
Date: __________________________
Score: ____________
English Assessment 1st and 2nd Grade

September
Yam:_______________________________________________________

English Planning (Secondary)

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“Ignacio Zaragoza Seguin” Secondary School Shift: Morning 2019-2020

Teacher: Armando Sánchez Montes

Teacher: Armando Sánchez Montes

Teacher: Armando Sánchez Montes

50’ images seen in week 1, session 2. Example:

REFERENCES AND TEACHING RESOURCES

Teacher: Armando Sánchez Montes

Teacher: Armando Sánchez Montes

PRACTICE within the classroom.

Teacher: Armando Sánchez Montes

REFERENCES AND TEACHING RESOURCES

Teacher: Armando Sánchez Montes

Teacher: Armando Sánchez Montes

Teacher: Armando Sánchez Montes

 Leave homework exercises to practice at home.

English Assessment 1st and 2nd Grade

Teacher: Armando Sánchez Montes

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