COLEGIO DE ESTUDIOS CIENTIFICOS Y

TECNOLÓGICOS DEL ESTADO DE JALISCO

DAC-F11P04-7.5

A) IDENTIFICATION
Colegio de Estudios
Científicos y
Institution: Discipline: English V Partial: Third Partial
Tecnológicos del
Estado de Jalisco
Length of
Campus: Semester: Fifth 5 hours
term:
Teacher: English Academy Date: August 2017- February 2018

B) LEARNING INTENTIONS
Students will talk about health, fitness, giving advices, expressing wishes, regrets, and also describe topics
Purpose of the didactic sequence:
related to technology, describe a process and give instructions.
Bussines Administration, Tutoring,
Integrated Topic: “All over the world” Subjects and Modules related:
Philosophy
Categories: Space ( X ) Energy ( X ) Diversity ( X ) Time ( X ) Matter ( X )
Factic content
Healthier lifestyles and Advantages and
Fundamental Concepts: Bodoy, Mind and Technology Subsidary concepts:
disadvantages of using the internet/technology
Factual Content
Students will acquire reading comprehension techniques and apply them to communicate:
Skimming for gist
Predicting
Scanning for specific information
Transferring information from a text
Identifying the main idea in a text
Guessing the meaning of unknown words
Transcoding

Procedural Content
Expressing preferences
Making wishes
Asking for and giving advices

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Expressing opinions and giving reasons

Describing a process
Giving instructions
Assessing
Discussing advantages and disadvantages of technology
Identifying main ideas in a text
Predicting, Transcoding
Skimming, scanning

Attitudinal Content

Attitudinal Porpuse: Respect to others ideas, Punctuality, Responsibility, Collaboration

Generic Competencies and attributes

No. 4.- he/she listens, interprets and communicates messages relevant to different contexts by using appropriate means, codes and
tools.
ATR # 5Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas.
No. 6.- he/she holds a personal point of view regarding general relevant topics, considering other points of view in a critical and
reflexive way.
ATR # 4Estructura ideas y argumentos de manera clara, coherente y sintética.

Disciplinary Competencies
 Communicates in a foreign language through logic speech, orally and written, being congruent with the communicative situation.
 Expresses ideas and concepts in coherent and creative narrations with an introduction, main body, and clear conclusions.
 Utiliza las tecnologías de la información y comunicación para investigar, resolver problemas, producir materiales y transmitir información.

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LEARNING ACTIVITIES
OPENING, DEVELOPMENT, CLOSING
Activities Generic competency Knowledge Evidence Assesment Tool
Activity Purpose:
No. 4.- he/she
listens, interprets and
communicates
messages relevant to
Date: Week 1 different contexts by
No. of Activity: 1 using appropriate
Method: Explicative - Illustrative means, codes and
Strategy: Leading Questions tools. Self-determination
Assimilation level: Knowing or
Productive Self-expression and
Evaluation Method: Direct communication Short talk related to the lesson topic.
Evaluation
Learning Activity: Short Talk Autonomous learning Vocabulary lists/ glossary on the notebook.
Description of the activity:
Warm-up Critical thinking
Ss’ share their recycling habits.
Have group agreement on what
materials can they recycle in the
school

Date: Week 1 No. 4.- he/she Self-determination

No. of Activity: 2
Method: Explicative -
Illustrative
Strategy: Exercise and
Reflection
listens, interprets and Self-expression and
communicates communication
messages relevant to Co-operative learning
different contexts by
using appropriate

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Assimilation level: Knowing means, codes and

or Productive tools.
Evaluation Method: Direct
Evaluation
Learning Activity: Reading
and Grammar

Description of the activity:

Read
Look at the pictures. Predict
what the text is about. Read in
silence, read and listen
Read the rubric and do the
activity.
Check answers with the class
Date: week 1 No. 4.- he/she ACTIVITY 1: RUBRIC FOR VIDEO ACTIVITY
No. of Activity: 3 listens, interprets VIDEO POW TOON
Method: and communicates CARTOON
Strategy: messages relevant
Assimilation level: to different contexts
Evaluation Method: by using appropriate
Knowledge Evidence: means, codes and
Description of the activity: tools.
“Daily Routine”
This an activity with some
practical exercises before the
integrated activity.

1. Teacher ask SS to listen to

Tom’s daily routine and Fill in
the blanks.

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You want to…………………

my daily routine? Well, I have
a very ………………. I wake
up at 5:45 a.m.. I have a large
cup of coffee and a sandwich
…………………… At about
seven I go to work. I
………………… talk to my
colleagues about what we
have to do. Later, I go to
……………………. and
interview people or just report
the news. Often, I have to run
from one place to another and
don’t have
…………………………… I
never come home
…………………. in the
evening. Being a reporter is
very tiring. But I really love my
job because it is

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………………………

We have made a video about

Tom’s story. If you prefer, play
the video to your class.*It does
not fully match the text above,
so you might need to adjust it
a little.

2. Ss mark the statements T for

true and F for false.

1. Tom is not very busy.

2. He wakes up at 6 o’clock.
3. He has tea for breakfast.
4. He goes to work at about
7 o’clock.
5. Tom usually goes to
different places for
interviews.
6. He never has time for
lunch.
7. He doesn’t like his job.

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8. Tom sometimes comes

home before 7 in the
evening.

3. Ss match the phrases.

2. wake up

4. Teacher ask Ss to make a

video like the one shown in the
class, trying using “Pow Toon
Cartoon” software resource
using Adverbs of time
describing a Daily Routine in
teams of 3. EVIDENCE

Date: Week 2 4: He /She listens, Reading comprehension

No. of Activity: 4 interprets and
Method: Explicative - communicates
Illustrative messages relevant to
Strategy: reading different contexts by
Assimilation level: using appropriate
comprehensive means, codes and
Evaluation Method: listening tools.
comprehension
Knowledge Evidence:
Dialogue
Activity description: Page 96

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Vocabulary activity page 96.

Reading activity B page 97
Explanation about Clauses of
concession and grammar activity B
page 96.
Listening activity page 97
Writing activity page 97

Date: Week 2 Self-determination

No. of Activity: 5
Method: Explicative - Illustrative Self-expression and
Strategy: Leading Questions communication
Assimilation level: Knowing or
Productive Critical Thinking
Short talk related to the lesson
Evaluation Method: Direct
topic.
Evaluation 4: He /She listens,
Learning Activity: Short Talk interprets and
Vocabulary lists/ glossary on
Description of the activity: communicates
the notebook.
Vocabulary activity page 98 messages relevant to Workbook
Reading comprehension page 98 different contexts by
and 99 using appropriate
Listening activity page 99 means, codes and
Speaking activity page 99 tools.

Date: Week 2
No. of Activity: 5
Method: Communicative
language No. 4.- he/she ACTIVITY 2: video about COEVALUATION OR PEER EVALUATION
Strategy: in pairs listens, interprets favorite sport CHECK LIST
Assimilation level: and communicates
reproduction messages relevant
Evaluation Method: to different contexts
Coealuation check list by using appropriate
Knowledge Evidence: Edited means, codes and
video “sports” tools.
Description of the activity:

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Previous knowledge: No. 8.- he/ she

brainstorming effectively
Teacher asks Students to make a participates and
mind map about indoors and collaborates in
outdoors sports. different teams.

Socializing:
Ss share their vocabulary mind
map with a classmate and correct
if necessary

Technology and speaking

practice:
1.Teacher asks Ss to get in small
groups (4) and choose their
favorite sport: Golf, tennis,
soccer, paddle, surfing, skim
boarding, volleyball, box,
kayak, etc.
(LOOK AT THE VIDEO
EXAMPLE “Doing Exercise”
2. Students make a description
about their sport explaining about
some history, famous players,
sports´rules, places to practice,
give the reasons why they like
that sport and talk about how
often they practice it.
Furthermore, Students express
how important is doing exercise
or practicing any sport to be
healthier.
3. Ss make their description in a
movie using the software “Movie

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Maker”
4. The video must have English
subtitles and everyone has to
speak English and explain part of
the description
5. Ss have to show how they
practice that sport
6. at the beginning, Ss design a
“portada” with all personal
information, assignment, logo of
the school, members of the team,
title of the video and a short
abstract.

REQUIRENMENTS OF THE
INTERVIEW VIDEO:
Good sound
English subtitles suggested
Edit the video to “movie maker”
Use appropriate furniture (make
like a real interview)

EVALUATION CRITERIA:
(anexo)

Appropriate vocabulary

Previous preparation

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Date: Week 3
No. of Activity: 6
Method: Explicative - Illustrative
Strategy: Exercise and Reflection
Assimilation level: Knowing or 4: He /She listens,
Productive interprets and
Evaluation Method: Direct communicates
Evaluation messages relevant to
Learning Activity: Reading and different contexts by
Grammar using appropriate
means, codes and
Description of the activity: tools.
Reading activity page 106 and 107
Vocabulary page 107
Listening and speaking activity page
107

Date: Week 3
No. of Activity: 7
Method: Explicative - Illustrative
4: He /She listens,
Strategy: Listen
interprets and
Assimilation level:
communicates
comprehensive Book
messages relevant to
Evaluation Method: Direct
different contexts by LISTEN exercise completed
evaluation
using appropriate
Activity description:
means, codes and
Reading comprehension page 108
tools.
Vocabulary activity page 109
Listening activity page 109

Date: Week 3 No. 4.- he/she

No. of Activity: 8 listens, interprets
Method: and communicates
Strategy: messages relevant
Assimilation level: to different contexts
Evaluation Method: by using appropriate

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Knowledge Evidence: means, codes and ACTIVITY 3: Written Story Rubric

Description of the activity: tools.
Immigration
Listening, Writing and Speaking No. 8.- he/ she
Activity. effectively
a) Teacher will write on the board participates and
this following question: Why do collaborates in
people decide to emigrate to different teams.
other countries?
b) Teacher invites students to get
information about the topic by
listening a video (Anexo 2) and
reading some copies (Reasons).
c) The teacher proyects a video
and gives to the Ss some copies.
Teamwork
d) Ss will listen and watch the
video and tray to get the
answers from there.
e) In their groups Ss read the
copies and then discuss the
problem.
f) Ss will learn the reasons why
people choose to live in another
country.
g) Ss will write a story about the
topic and try to put themselves
in the position of a recent
immigrant explaining the
reasons why he/she had to
moved to another country.
h) Ss present their stories and
ideas to the class.
i) The teacher encourages the
group to speak in English.

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Reasons
 Because of poverty, hunger,
persecution, discrimination,
civil war, unemployment and,
more recently, simply for
education and better jobs.
 Negative factors at home add
to the reasons why people feel
compelled to move.
 Poverty and low incomes
 High unemployment rates
 Persecution and poor human
rights
 Internal conflict and war
 Good salary for secure future.
Actually salary is a major
reason why people change jobs
within the same country also.
 Good living conditions and
cleanliness.
 Education. This is a major
factor!
 Political Reasons. There are
many people in countries
which are affected by war or
terorr-groups to move to safe
countries. As safety comes
first, immigration is a top
choice for the well-qualified
people in these countries.
 Relatives / Friends.
 There are also some
adventurous people, who like

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to immigrate.
 Finances and cost of living

Finances and cost of living

A lot of people want to make a change
to a new country because of the cost of
living in their own country, or the
lifestyle that they’ll be able to afford in
a different country. Some people find
themselves in poverty of facing serious
economic hardships in their own
country and immigrating will offer them
a solution. They seek financial stability.
Some cases aren’t as serious, and
people simply feel that they will be able
to offer their families a better life in a
new country. A lot of the time, people in
developing countries want to move to
an already developed country for a
better lifestyle.
Services
Some people decide to make the move
abroad based on the services offered
either in their home country or in a
different country. Service delivery is a
big problem in the developing world,
and this is generally a much smaller
problem (if a problem at all) in
developed countries. People want to
get away from a country where the
waste doesn’t get removed regularly or
the sewerage system isn’t in proper
working order. This leaves the streets
dirty and causes health problems to
their families. The country to which

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they’re immigrating to will most likely

offer better services and therefore be
much cleaner, and healthier, to live in.
Weather
A big factor for immigrating is weather
conditions. People either want to
escape the weather of their own
country or move to a place where the
weather suits their lifestyle and tastes
better. In the most extreme examples,
people want to get away from extreme
weather conditions like regular earth
quakes, cyclones, tornadoes or even
active volcanoes. In less serious
circumstances, someone living in a cold
country but that really enjoys being
outdoors might move to a warmer
country. On the other side of the coin,
someone whose skin suffers due to a lot
of sun exposure might want to move to
a country that is more mild and rainy.
Retirement
Many people decide to immigrate to a
country when they start thinking about
retirement and see that their own
countries don’t look after the retired as
well as some other countries around the
world. Health service might be cheaper,
free, or better in a different country and
they are simply offered a better lifestyle
as a retired person if they move abroad.
Politics
Another major factor motivating
immigration is politics. In the most
serious examples, people move away

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from war, armed conflict and terror

groups that are active in their country.
In less serious cases, people feel that
their own countries are badly run or
there’s a certain level of political turmoil
that they want to get away from. A lot
of people loose faith in their own
country’s politics and decide to move
abroad in order to a avoid an uncertain
political future.
Employment
Many people move abroad because of
their job. Generally, they will be offered
higher employment in the new country
or have the opportunity to work in a
position that was unavailable to them in
their home country. Some people move
in order to follow a certain career path
and others or move for tax purposes. In
Dubai, for example, people earn tax-
free salaries. In some cases the
employer will be the first to suggest a
move abroad, transferring the
employee to a different branch of the
same company.
Family
Many families find themselves
separated by distance and may choose
to relocate to another country where
love ones has moved to. A common
scenario is when a spouse applies for a
petition to have their partner and
children relocated to their current
country of residence.

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 Self-  Short talk related to the lesson topic.

determination
Vocabulary lists/ glossary on the notebook.
Aplication Week 4  Self-
RUBRIC “GOLDEN ARREST”
No. Of activity:9 expression
Méthod: Explicative - and
Illustrative communicatio
Strategy: n
Assimilation level:
Evaluation Method:  Critical
thinking
heteroevaluation
Learning Activity:  Communicate in
a foreign
Description activity: language
through logical
Vocabulary activity page 110 speech, oral or
Reading activity pages 110 and 111 written,
Speaking and writing activity page 111 consistent with
the
communicative
situation.
Aplication Date: Week 4
No. Of activity: 10
Méthod: Explicative -
Illustrative
Strategy:
Assimilation level:
Evaluation Method:  Critical thinking Practice exercise in the student
Learning Activity: page 96-  Self- book
97 determination Gap-fill exercise in the workbook
 Identify order section in the student book
Description activity: and interpret Self-evaluation
Reading activity pages 112 and
the ideas,
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information
explicit and
implicit
concepts in a
text
113 considering
Vocabulary and speaking activity the context in
page 113 which was
generated and
in which it was
received.
 Communicate
in a foreign
language
through logical
speech, oral or
written,
consistent with
the
communicative
situation

Date: Week 4 No. 4.- he/she

No. of Activity: 11 listens, interprets
and communicates
Method: messages relevant
Strategy: Assimilation to different contexts
level: by using appropriate
Evaluation Method: means, codes and
Knowledge Evidence: tools.
Description of the activity:
“CAREER CHOICES” No. 8.- he/ she

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A). Teacher will bring to class simple

verbs flash cards.
B). Ss will make groups of five.
C). Teacher will give 10 flash cards to
every group. effectively
D). Ss will do a short story about a participates and
shopping funny experience collaborates in
E). Ss will do his/her history different teams.
expressing obligation, necessity,
prohibition, absence of necessity.
F).Ss will write his/her story on the
notebook. EVIDENCE
G) Ss will read their story, taking
turns in order that the entire group
can participate.

C) RESOURCES
Equipment Material
- Recorder - Board / markers
- Projector - Dictionary
- Multimedia whiteboard - Open Skies Student´s Book 5
- Computer / speakers - Flashcards
- Audio Cd
Bibliography Web pages and technology resources

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https://en.islcollective.com/
OPEN SKIESSTUDENT´S BOOK 5 MM PUBLICATIONS
https://blog.riamoneytransfer.com/seven-reasons-people-decide-to-move-to-another-
country/

D) EVALUATE
Done by:_________________________________ Received Evaluated
by:___________________________ by:__________________________

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ANEXOS:
GROUP AND SELFEVALUATION CHECK LIST

Activity 2- DESARROLLO “VIDEO ABOUT MY FAVORITE SPORT”

GENERIC COMPETENCES TO BE EVALUATED BASED ON YOUR PERFORMANCE IN THIS PROJECT:

No. 4.- he/she listens, interprets and communicates messages relevant to different contexts by using appropriate means,
codes and tools.
4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue.
4.5. Utiliza las Tic´s para encontrar información y expresar sus ideas.

NAME:_________________________________________GROUP:_______

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DATE:_____________________________________________
ATTRIBUTE COLOR LEVEL OF
4.2 Aplica distintas estrategias comunicativas según ACHIEVEMENT
quienes sean sus interlocutores, el contexto en el que se
encuentra y los objetivos que persigue.
4.5. Utiliza las Tic´s para encontrar información y expresar
sus ideas.

Obtained green
In process yellow
Not obtained red
SENTENCES SI NO
4.2. Explain how is important to practice any sport
4.2. Paid attention with appropriate grammar and vocabulary
4.2. Showed fluency and good pronunciation
4.5. The video is very creative and they used the movie maker to make it.

Activity 3 “Immigration”

Heteroevaluation

GENERIC COMPETENCES TO BE EVALUATED BASED ON YOUR PERFORMACE IN THIS PROJECT:

No. 4. He/she listens, interprets and communicates messages relevant to different contexts by using

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appropriate means.

4.2. Aplica distintas estrategias comunicativas según quienes ean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue.

4.4. Se comunica en una segunda lengua en situaciones cotidianas.

NAME: ____________________________________________________________GROUP: _________

DATE:_______________________________________________

ATTRIBUTE COLOR LEVEL OF

4.2 Aplica distintas estrategias comunicativas según quienes ACHIEVEMENT
sean sus interlocutores, el contexto enel que se encuentra y

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los objetivos que presigue.

4.3 Se comunica en una segunda lengua en situaciones
cotidianas.
8.3 Asume una ctitud constructiva, comgruente con los
conocimentos y habilidades con los que cuenta dentro de
distintos equipos de trabajo.
Obtained Green
In process Jellow
Not obtained Red
SENTENCES
4.4 Contributed with some ideas.
4.3 Answered all questions with appropriate language.
4.2 Paid attention with appropriate grammar and vocabulary.

RUBRIC “GOLDEN ARREST”

NAME:_________________________________________GROUP:_______

DATE:_____________________________________________
ATTRIBUTE COLOR LEVEL OF
4.2 Aplica distintas estrategias comunicativas según ACHIEVEMENT
quienes sean sus interlocutores, el contexto en el que se
encuentra y los objetivos que persigue.
4.5. Utiliza las Tic´s para encontrar información y expresar
sus ideas.

Obtained green
In process yellow
Not obtained red

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SENTENCES SI NO
4.2. Explain how is important to practice any sport
4.2. Paid attention with appropriate grammar and vocabulary
4.2. Showed fluency and good pronunciation

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