Lesson Planning UI-1A-2º

SECRETARIA DE EDUCACIN PBLICA DE HIDALGO
SUBSECRETARIA DE EDUCACIN BSICA Y NORMAL

DIRECCIN GENERAL DE EDUCACIN BSICA
NATIONAL ENGLISH PROGRAM NEPBEH DAILY PLAN

SCHOOL: SECUNDARIA GENERAL EMILIANO ZAPATA
GRADE: 2ND.
GROUPS: G, K, L
TEACHERS NAME: ERICKA KARLA AGUILAR CRUZ
DATE:
UNIT : ONE
SOCIAL PRACTICE OF LANGUAGE: UNDERSTAND AND EXPRESS INFORMATION RELATED TO GOODS AND SERVICES.
ENVIRONMENT: FAMILIAR AND COMMUNITY
SPECIFIC COMPETENCE: OFFER AND UNDERSTAND SUGGESTIONS IN ORDER TO BUY OR SELL A PRODUCT.
ACHIEVEMENTS: ANTICIPATES THE GENERAL MEANING AND MAIN IDEAS BY LISTENING TO FAMILIAR EXPRESSIONS.
PRODUCTS: CONVERSATION.
SESSION: 1
TO WARM UP, T. ASKS SS WHAT THEIR FAVORITE CLOTHES ARE, WHERE THEY NORMALLY BUY THEIR
CLOTHES.
THEN T. ASKS THEM TO LISTEN TO THE CONVERSATION IN A STORE AND AKS WHATS THE CONVERSATION
ABOUT, WHICH WORDS HELPED THEM TO DECIDE, WHERES TAKING PLACE, WHAT THE CUSTOMER NEEDS.
AFTER SS. LISTEN AGAIN AND DETECTS EXPRESSIONS TO ARGUE OR OBJECT AND EXPRESSIONS TO OFFER
HELP.
T. ASKS SS TO IDENTIFY THE STRUCTURE OF THE DIALOGUE.
TOPIC, PURPOSE AND INTENDED AUDIENCE.
T ASKS SS TO WRITE IN THEIR NOTEBOOKS THE CLOTHES HE NEEDS AND THE SIZE.
SS REFLECT ON:
THE PARTS OF A CONVERSATION: OPENING, BODY AND CLOSING.
FORMAL AND INFORMAL COMMUNICATION.
MODAL VERBS: CAN, COLULD, MAY.
BEING
THROUGH
THE
LANGUAGE
KNOWING ABOUT THE

LANGUAGE
DOING WITH THE

LANGUAGE
COMMUNICATIVE SITUATION ACTIVITIES
T. ASKS SS TO WORK INPAIRS AND WRITE A CONVERSATION BETWEEN CANDY AND A BOY, WHO WANTS TO
BUY A WALLET, SS USE A SIMILAR CONVERSATION AS A MODEL.
T. PROMOTES TOLERANCE WHEN CLASSMATES PARTICIPATE OR GIVE THEIR PERSONAL OPINION.
T. REMARKS THE IMPORTANCE OF COURTESY IN INTERPESONAL RELATIONSHIPS BY SAYING THAKYOU,
PLEASE, BEING KIND AND HELPFUL.
HOMEWORK (OPTIONAL)
INTERACTION & TIME

T SS
SS- T
INDIVIDUAL
RESOURCES
MATERIALS
BOARD
MARKERS
LAP TOP
USB
15
T SS
SS- T
INDIVIDUAL
15
T SS
SS T
SS- SS
20
ASSESSMENT
PARTICIPATION IN CLASS
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
WRITE AND ACT OUT A SHORT
CONVERSATION.
BOARD
MARKERS
NOTEBOOK
LAPTOP
USB
BOARD
MARKERS
OBSERVATION OR NOTES
_____________________________________________
REVIEW BY TEACHER GREGORIO LUGO


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
ACHIEVEMENTS: IDENTIFIES MAIN IDEAS IN ORAL EXCHANGES (DESCRIBES AN OBJECT IN ORDER TO MAKE DECISIONS)
PRODUCTS: ACTING OUT A DIALOGUE.
SESSION: 2
BEING THROUGH THE

LANGUAGE
KNOWING ABOUT
THE LANGUAGE
DOING WITH THE

LANGUAGE
FIRST T. ACTIVATES SS PREVIOUS KNOWLEDGE AND ASKS THEM WHAT THEIR CIRTERIA ARE WHEN BUYING
CLOTHES (FASHIONABLE, COMFORTABLE, EXPENSIVE, AND ELEGANT, ETC.)
T. ASKS SS TO LISTEN TO THE CONVERSATION AND IDENTIFY WORDS THAT DESCRIBE THE CLOTHES.
T. ASKS SS TO WRITE IN THEIR NOTEBOOKS A LIST OF DIFFERENT ITEMS OF CLOTHES AND ACCESSORIES
THEY CAN THINK OF.
T. WRITES SOME DESCRIPTIONS AND ASK SS TO LOOK AT THE UNDERLINED ADJECTIVES IN THE
DESCRIPTIONS AND ANSWER IF THEY DESCRIBE THE COLOR OR THE CLOTHES. (A SLEEVELESS RED TOP,
LONG BLUE SKIRT, ETC.).
T. HELPS SS TO NOTICE THAT WE PLACE ADJECTIVES BEFORE THE NOUN.
SS SHOW ASSERTIVENESS WHEN MAKING DECISIONS.

T. ASKS SS TO LOOK AT THE PICTURES AND WRITE SOME DESCRIPTIONS. T. WRITES SOME ADJECTIVES TO
HELP THEM.
SS. READ THEIR DESCRIPTIONS.
SS PRACTICE TOLERANCE VALUE, IN ORDER TO RESPECT THEIR CLASSMATES OPINIONS.
SS USE LANGUAGE TO EXCHANGE COMMON INTERESTS ABOUT CLOTHES.
HOMEWORK (OPTIONAL)
SS WILL ILLUSTRATE VOCABULARY CLOTHES, WRITING AN ADJECTIVE TO DESCRIBE EACH ITEM.
INTERACTION & TIME

T SS
SS- T
20
RESOURCES
MATERIALS
BOARD
MARKERS
CLOTHES PICTURES
CONVERSATION
BOND PAPER
T SS
SS- T
INDIVIDUAL
15
BOARD
MARKERS
CLOTHES PICTURES
T SS
SS T
SS- SS
INDIVIDUAL
15
BOARD
MARKERS
NOTEBOOK
ADJECTIVES
CLOTHES VOCABULARY
ASSESSMENT
WORK IN CLASS
INTERACTION
ASSISTANCE
PUNCTUALITY
UNIFORM
BEHAVIOR
VALUES
CLOTHES DESCRIPTION.
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
ACHIEVEMENTS: PRODUCES EXPRESSIONS TO COMPARE THINGS AND MAKE DECISIONS.
PRODUCTS: WRITTEN AND ORAL COMPARISONS.
SESSION: 3
BEING THROUGH
THE LANGUAGE
KNOWING ABOUT
THE LANGUAGE
DOING WTH THE

LANGUAGE

TO WARM UP T ASKS SS TO IMAGINE ITS THEIR BEST FRIEND BIRTHDAY. THINK ABOUT WHAT THEY CAN
BUY FOR HIM/HER AND WHY.
T. ASKS SS TO LISTEN TO THE TEXT AND DETECT RHYTHM, TONE, SPEED AND INTONATION.
T. ASKS SS TO RECOGNIZE EXPRESSIONS TO COMPARE TWO CLOTHES.
INTERACTION & TIME

T SS
SS- T
INDIVIDUAL
RESOURCES
MATERIALS
BOARD
MARKERS
CLOTHES PICTURES
15
T. ASKS SS TO REFLECT ON THE COMPARATIVE FORM OF ADJECTIVES (ER / MORE)

T. ASKS SS TO READ SOME SENTENCES AND NOTICE THE WAY PEOPLE DESCRIBE WHAT THEY WEAR. MY
BLUE SHOES ARE PRETTIER THAN MY RED ONES I LIKE JEANS. THEY ARE MORE COMFORTABLE THAN
SKIRTS.
T. ASKS SS TO SAY WHAT THEY NOTICE ABOUT THE ADJECTIVES WHEN COMPARING CLOTHES. WHEN DO
THEY USE ER, WHEN DO THEY USE MORE.
T. ASKS SS TO COMPLETE THE SENTENCES BY MAKING COMPARISONS.
T. ASKS SS TO LOOK AT THE PICTURES AND WRITE COMPARISONS. THEN ASKS SS TO READ THEIR
DESCRIPTIONS.
HOMEWORK (OPTIONAL)
T SS
SS- T
INDIVIDUAL
ASSESSMENT
WORK IN CLASS
INTERACTION
ASSISTANCE
UNIFORM
BEHAVIOR
VALUES
WRITTEN AND READ COMPARISONS
BOARD
MARKERS
CLOTHES PICTURES
20
T SS
SS T
SS- SS
15
DURING ALL THE CLASS
BOARD
MARKERS
PICTURES
NOTEBOOK
WRITE 5 COMPARISONS AND ILLUSTRATE THEM.
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
SOCIAL PRACTICE OF LANGUAGE: UNDERSTAND AND EXPRESS INFORMATION RELATED TO GOODS AND SERVICES
ACHIEVEMENTS: SEARCHES FOR CONFIRMATION IN AN ORAL EXCHANGE.
PRODUCTS: DIALOGUE TO EXCHANGE OPINIONS BY MAKING COMPARISONS.
SESSION: 4
DOING WITH THE

LANGUAGE
TO WARM UP T ASKS SS TO SAY WHICH CLOTHES WE USE IN INFORMAL OR FORMAL OCCASIONS.

SS LISTEN THE CONVERSATION AND DETECT EXPRESSIONS TO ARGUE OR OBJECT.
T. ASKS SS TO RECOGNIZE OTHER EXPRESSION TO COMPARE SIMILAR CLOTHES.
KNOWING ABOUT
THE LANGUAGE
T. ASKS TWO SS TO PASS IN FRONT THE CLASS SAYS ALBERTO IS AS TALL AS CARLOS.
T. ASKS SS TO REFLECT ON THE COMPARATIVE FORM TO COMPARE PEOPLE, THINGS OR ANIMALS AND
INDICATE SIMILARITY (AS AS).
TO COMPARE PEOPLE, OBJECTS OR ANIMALS AND INDICATE DIFFERENCE WE USE NOT + AS + ADJECTIVE.
T. ASKS SS TO COMPLETE SENTENCES USING AS . AS
INTERACTION & TIME

T SS
SS- T
INDIVIDUAL
RESOURCES
MATERIALS
BOARD
MARKERS
CLOTHES PICTURES
LAP TOP
USB
15
BEING
THROUGH
THE
LANGUAGE

T. ASKS SS TO FOLLOW THE PREVIOUS PATTERN AND WRITE A SHORT DIALOGUE. SS PERFORM THE
DIALOGUE AND FOSTER COURTESY IN INTERPERSONAL RELATIONSHIPS.
HOMEWORK (OPTIONAL)
T SS
SS- T
INDIVIDUAL
20
PAIRS
15
ASSESSMENT
WORK IN CLASS
INTERACTION
ASSISTANCE
UNIFORM
BEHAVIOR
VALUES
SHORT CONVERSATION.
BOARD
MARKERS
CLOTHES PICTURES
BOARD
MARKERS
TEXT
NOTEBOOK
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
ACHIEVEMENTS: PRODUCES EXPRESSIONS TO ARGUE OR OBJECT
PRODUCTS: TALKING ABOUT PREFERENCES BY COMPARING ITEMS (SUPERLATIVE FORM)
SESSION: 5
KNOWING ABOUT
THE LANGUAGE
TO WARM UP, T ASKS SS IF THEY EVER BUY CLOTHES FROM CATALOGS. WHAT KIND OF CLOTHES THEY CAN
BUY FROM CATALOGUES. ARE CLOTHES FROM CATALOGS MORE EXPENSIVE THAN THOSE IN SHOPS?
THEN T ASKS SS TO LISTEN TO THE CONVERSATION AND IDENTIFY THE WORDS THAT DESCRIBE CLOTHES.
SS RECOGNIZE SUPERLATIVES (EST MOST).
T. HELPS SS TO REFLECT ON SUPERLATIVES. T. ASKS SS TO IDENTIFY IN THE SUPERLATIVE FORM OF SHORT

AND LONG ADJECTIVES AND SAY WHAT THEY NOTICE ABOUT THE SPELLING OF THE WORDS.
T. ASKS SS TO COMPLETE SOME SENTENCES WITH THE SUPERLATIVE FORM OF SHORT AND LONG
ADJECTIVES.
BEING THROUGH THE

LANGUAGE
DOING WITH THE

LANGUAGE
T. ASKS SS TO LOOK THE PICTURES AND COMPARE THREE OR MORE THINGS.

SS PRACTICE TOLERANCE VALUE, IN ORDER TO RESPECT THEIR CLASSMATES OPINIONS.
HOMEWORK (OPTIONAL)
WRITE 5 COMPARISONS USING SUPERLATIVE FORM AND ILLUSTRATE THEM.
INTERACTION & TIME

T SS
SS- T
INDIVIDUAL
15
RESOURCES
MATERIALS
BOARD
MARKERS
PICTURES
LAP TOP
USB
T SS
SS- T
INDIVIDUAL
20
BOARD
MARKERS
PICTURES
GAPPED EXERCISE
INDIVIDUAL
15
BOARD
MARKERS
PICTURES
NOTEBOOK
ASSESSMENT
WORK IN CLASS
INTERACTION
ASSISTANCE
UNIFORM
BEHAVIOR
VALUES
TALKING ABOUT PREFERENCES BY
MAKING COMPARISONS OF 3 OR
MORE ITEMS.
_____________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
SPECIFIC COMPETENCE: OFFER AND UNDERSTAND SUGGESTIONS IN ORDER TO BUY OR SELL A PRODUCT
ACHIEVEMENTS: PRODUCES EXPRESSIONS TO ARGUE OR OBJECT.
PRODUCTS: GIVING SUGGESTIONS.
SESSION: 6
BEING THROUGH
THE LANGUAGE
KNOWING ABOUT THE

LANGUAGE
DOING WITH THE

LANGUAGE
T. ASKS SS DO YOU KNOW WHICH CLOTHES YOU SHOULD OR SHOULDNT WEAR ACCORD TO YOUR BUILD?
T. ASKS SS TO READ THE TEXT AND DETERMINE THE SEQUENCE OF ENUNCIATION. ASKS SS TO IDENTIFY
WAYS TO EXPRESS SUGGESTIONS. ASKS SS TO DETECT EXPRESSIONS TO ARGUE OR OBJECT.
INTERACTION & TIME

T SS
SS- T
INDIVIDUAL
RESOURCES
MATERIALS
BOARD
MARKERS
PICTURES
BOND PAPER
10
T. WRITES ON THE BOARD EXPRESSIONS TO GIVE SUGGESTIONS THAT SS IDENTTIFIED IN THE TEXT.
T. HELPS SS TO REFLECT ON THE FOLLOWING STRUCTURES.
TO GIVE SUGGESTION:
*WHY DONT YOU.?
*HOW ABOUT WEARING.?
*TRY WEARING
TO GIVE ADVICE:
*YOU SHOULD OR SHOULDT WEAR.
+IF I WERE YOU, I WOULD WEAR.
T. WRITES SOME EXAMPLES OF PEOPLES E-MAILS ASKING FOR AN ADVICE OR SUGGESTION. SS HAVE TO
ANSWER THOSE GIVING SUGGESTIONS OR ADVICES.
T. ASKS SS TO REMEMBER HAVING ASSERTIVITY WHEN BUYING SOMETHING, ADVICES THEM NOT TO BE
COMPULSIVE, TO THINK ABOUT IT AND LISTEN FOR SUGGESTIONS.
SS PRACTICE TOLERANCE AND RESPECT WHEN CLASSMATES PARTICIPATE OR GIVE PERSONAL OPINIONS.
HOMEWORK (OPTIONAL)
SS WILL DESIGN THEIR CATALOGUE FORMAT AND WILL THINK ABOUT A NAME FOR IT.
T SS
SS- T
INDIVIDUAL
ASSESSMENT
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
WRITTEN AND READ SUGGESTIONS.
BOARD
MARKERS
BOND PAPER
20
INDIVIDUAL
20
BOARD
MARKERS
E-MAILS
_____________________________________________
REVIEW BY TEACHER GREGORIO UGO


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
ACHIEVEMENTS: PRODUCES EXPRESSIONS TO MAKE SUGGESTIONS
PRODUCTS: ACTING OUT A DIALOGUE
SESSION: 7
BEING THROUGH
THE LANGUAGE
KNOWING ABOUT
THE LANGUAGE
DOING WITH THE

LANGUAGE
INTERACTION & TIME
RESOURCES
MATERIALS
T. ASKS SS TO WORK IN PAIRS AND STRUCTURE A DIALOGUE (IMAGINE YOURE IN A CLOTHES STORE AND
YOURE LOOKING FOR SOME CLOTHES)
SS CAN CHECK THEIR PREVIOUS NOTES AND USE SIMILAR PATTERNS.
SS PRODUCE EXPRESSIONS TO ARGUE OR OBJECT IN THE PURCHASE OF CLOTHES.
T. ASKS TO INCLUDE RELEVANT AND IMPORTANT INFORMATION EXPRESSING SUGGESTIONS BY
COMPARING CLOTHES.
PAIRS
5
BOARD
MARKERS
NOTEBOOK
T. ASKS SS TO INCLUDE STRUCTURES SUCH AS COMPARATIVES, SUPERLATIVES, DESCRIPTIONS, COLORS,

ETC.
T. ASKS SS TO FOLLOW A DIALOGUE STRUCTURE (OPEN, BODY AND CLOSE)
SS SELECT SPEECH REGISTER (FORMAL OR INFORMAL CONVERSATION)
T. ASKS TO INCLUDE EXPRESSIONS TO SUGGEST (HOW ABOUT, SHOULD, ETC)
PAIRS
20
BOARD
MARKERS
NOTEBOOK
PAIRS
25
BOARD
MARKERS
DIALOGUE
SHOW ASSERTIVINESS WHEN MAKING DECISIONS AND FOSTER COURTESY IN INTERPESONAL

RELATIONSHIPS.
T. ASKS SS TO PERFORM THE DIALOGUE.
SS PRACTICE TOLERANCE AND RESPECT WHEN CLASSMATES ARE PARTICIPATING.
HOMEWORK (OPTIONAL)
SS WILL THINKOF THE MARKET TO SELL THEIR PRODUCTS (TEENS, ADULTS, ETC) AND WILL FIND CLOTHES PICTURES.
T. ASK THEM TO BRING COLOR PAPER, GLUE, SCISSORS, ETC.)
ASSESSMENT
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
PRODUCE AND ACT OUT A
DIALOGUE
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
ACHIEVEMENTS: PRODUCES EXPRESSIONS TO SUGGEST.
PRODUCTS: WRITE SUGGESTIONS AND CHECK THAT THEY COMPLY WITH GRAMMAR, SPELLING AND PUNCTUATION.
SESSION: 8
T. ASKS SS TO LISTEN TO THE CONVERSATION.

SS. IDENTIFIES SOME EXPRESSIONS TO SUGGEST.
INTERACTION & TIME

T SS
SS- T
INDIVIDUAL
RESOURCES
MATERIALS
BOARD
MARKERS
LAP TOP
USB
KNOWING ABOUT
THE LANGUAGE
10
T. ASKS SS TO WRITE SUGGESTIONS FOR THEIR CATALOGUES IN ORDER TO SELL THEIR PRODUCTS T.
WRITES SOME EXAMPLES.
BEING THROUGH
THE LANGUAGE
DOING WITH THE

LANGUAGE
T. ASKS SS TO INTEGRATE THEIR CATALOGUE.

SS PASTE THEIR PICTURES, WRITE SUGGESTIONS AND WRITE PRICES FOR EACH ITEM.
INDIVIDUAL
20
ASSESSMENT
WORK IN CLASS
INTERACTION
ATTENDANCE
UNIFORM
BEHAVIOR
VALUES
PRODUCT: WRITTEN AND READ
SUGGESTIONS.
BOARD
MARKERS
NOTEBOOK
*HOW ABOUT WEARING THESE OUTRAGEOUS JEANS? YOU WILL LOOK FASHIONABLE!
*TRY WEARING THIS WARM COAT. ITS VERY COMFORTABLE!
*IF YOU ARE LOOKING FOR A TRENDY OUTFIT, YOU SHOULD SEE OUR CLOTHES!
*HOW ABOUT .
HOMEWORK (OPTIONAL)
INDIVIDUAL
20
BOARD
MARKERS
PICTURES
COLOR PAPER
GLUE
SCISSORS
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L

DATE:
UNIT : ONE
ACHIEVEMENTS: PRODUCES EXPRESSIONS TO SUGGEST AND PRACTICE THE ENUNCIATION OF SUGGESTIONS.
PRODUCTS: CATALOGUES PRESENTATION
SESSION: 9
DOING WITH THE

LANGUAGE
SS PRESENT THEIR CATALOGUES.

T ASKS THEM TO BE RESPECTFUL AND TOLERANT WITH THEIR CLASSMATES.
AT THE END T. MAKES COMMENTS IN ORDER TO FEED BACK THEIR PROJECTS.
KNOWING ABOUT
THE LANGUAGE
SS CAN SHOW THEIR PROGRESS.

SS IDENTIFY STRUCTURES OR FUNCTIONS THEY NEED TO IMPROVE.
BEING THROUGH THE

LANGUAGE
SHOW ASSERTIVINESS WHEN MAKING DECISIONS.

SS DISCUSS ABOUT CLOTHES, SUGGESTIONS, COLORS, PRICES, ETC. AND TALK ABOUT WHERE CAN YOU GET
THOSE CLOTHES.
INTERACTION & TIME
PAIRS
5
RESOURCES
MATERIALS
BOARD
MARKERS
ASSESSMENT
BEHAVIOR
VALUES
PRESENTATION
CREATIVITY
SPELLING
STRUCTURES
NEATNESS
CONTENTS
CATALOGUE
INDIVIDUAL
5
CATALOGUE
HOMEWORK (OPTIONAL)
PAIRS
35
_____________________________________________


GRADE: 2ND.
GROUPS: G, K, L
DATE:
UNIT : ONE
ACHIEVEMENTS: PRODUCES EXPRESSIONS TO SUGGEST AND PRACTICE THE ENUNCIATION OF SUGGESTIONS.
PRODUCTS: CATALOGUES PRESENTATION
SESSION: 10
DOING WITH THE

LANGUAGE
SS PRESENT THEIR CATALOGUES.

T ASKS THEM TO BE RESPECTFUL AND TOLERANT WITH THEIR CLASSMATES.
AT THE END T. MAKES COMMENTS IN ORDER TO FEED BACK THEIR PROJECTS.
KNOWING ABOUT
THE LANGUAGE
SS CAN SHOW THEIR PROGRESS.

SS IDENTIFY STRUCTURES OR FUNCTIONS THEY NEED TO IMPROVE.
BEING THROUGH THE

LANGUAGE
SHOW ASSERTIVINESS WHEN MAKING DECISIONS.

SS DISCUSS ABOUT CLOTHES, SUGGESTIONS, COLORS, PRICES, ETC. AND TALK ABOUT WHERE CAN YOU GET
THOSE CLOTHES.
INTERACTION & TIME
PAIRS
5
RESOURCES
MATERIALS
BOARD
MARKERS
ASSESSMENT
BEHAVIOR
VALUES
PRESENTATION
CREATIVITY
SPELLING
STRUCTURES
NEATNESS
CONTENTS
CATALOGUE
INDIVIDUAL
5
CATALOGUE
HOMEWORK (OPTIONAL)
PAIRS
35
_____________________________________________

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SECRETARIA DE EDUCACIN PBLICA DE HIDALGO

SUBSECRETARIA DE EDUCACIN BSICA Y NORMAL

NATIONAL ENGLISH PROGRAM NEPBEH DAILY PLAN

KNOWING ABOUT THE

DOING WITH THE

COMMUNICATIVE SITUATION ACTIVITIES

INTERACTION & TIME

SECRETARIA DE EDUCACIN PBLICA DE HIDALGO

NATIONAL ENGLISH PROGRAM NEPBEH DAILY PLAN

BEING THROUGH THE

DOING WITH THE

COMMUNICATIVE SITUATION ACTIVITIES

SS SHOW ASSERTIVENESS WHEN MAKING DECISIONS.

INTERACTION & TIME

SECRETARIA DE EDUCACIN PBLICA DE HIDALGO

NATIONAL ENGLISH PROGRAM NEPBEH DAILY PLAN

DOING WTH THE

COMMUNICATIVE SITUATION ACTIVITIES

INTERACTION & TIME

T. ASKS SS TO REFLECT ON THE COMPARATIVE FORM OF ADJECTIVES (ER / MORE)

WRITE 5 COMPARISONS AND ILLUSTRATE THEM.

SECRETARIA DE EDUCACIN PBLICA DE HIDALGO

NATIONAL ENGLISH PROGRAM NEPBEH DAILY PLAN

DOING WITH THE

TO WARM UP T ASKS SS TO SAY WHICH CLOTHES WE USE IN INFORMAL OR FORMAL OCCASIONS.

COMMUNICATIVE SITUATION ACTIVITIES

INTERACTION & TIME

SS SHOW ASSERTIVENESS WHEN MAKING DECISIONS.

SECRETARIA DE EDUCACIN PBLICA DE HIDALGO

NATIONAL ENGLISH PROGRAM NEPBEH DAILY PLAN

T. HELPS SS TO REFLECT ON SUPERLATIVES. T. ASKS SS TO IDENTIFY IN THE SUPERLATIVE FORM OF SHORT

BEING THROUGH THE

DOING WITH THE

COMMUNICATIVE SITUATION ACTIVITIES

T. ASKS SS TO LOOK THE PICTURES AND COMPARE THREE OR MORE THINGS.

INTERACTION & TIME

SECRETARIA DE EDUCACIN PBLICA DE HIDALGO

NATIONAL ENGLISH PROGRAM NEPBEH DAILY PLAN

KNOWING ABOUT THE

DOING WITH THE

COMMUNICATIVE SITUATION ACTIVITIES

INTERACTION & TIME

SECRETARIA DE EDUCACIN PBLICA DE HIDALGO

NATIONAL ENGLISH PROGRAM NEPBEH DAILY PLAN

DOING WITH THE

COMMUNICATIVE SITUATION ACTIVITIES

INTERACTION & TIME

T. ASKS SS TO INCLUDE STRUCTURES SUCH AS COMPARATIVES, SUPERLATIVES, DESCRIPTIONS, COLORS,

SHOW ASSERTIVINESS WHEN MAKING DECISIONS AND FOSTER COURTESY IN INTERPESONAL

SECRETARIA DE EDUCACIN PBLICA DE HIDALGO

NATIONAL ENGLISH PROGRAM NEPBEH DAILY PLAN

T. ASKS SS TO LISTEN TO THE CONVERSATION.

INTERACTION & TIME

DOING WITH THE

COMMUNICATIVE SITUATION ACTIVITIES

T. ASKS SS TO INTEGRATE THEIR CATALOGUE.

SECRETARIA DE EDUCACIN PBLICA DE HIDALGO

NATIONAL ENGLISH PROGRAM NEPBEH DAILY PLAN

TEACHERS NAME: ERICKA KARLA AGUILAR CRUZ

DOING WITH THE

SS PRESENT THEIR CATALOGUES.

SS CAN SHOW THEIR PROGRESS.

BEING THROUGH THE

COMMUNICATIVE SITUATION ACTIVITIES