ECA 3 inglés IV Blanca

Estrategias Didácticas
1
Subsecretaría de Educación Media Superior
Coordinación Sectorial de Desarrollo Académico
SUBSECRETARÍA DE EDUCACIÓN MEDIA SUPERIOR
INSTRUMENTO DE REGISTRO DE ESTRATEGIAS DIDÁCTICAS
IDENTIFICATION DATA
Institution: Dirección General de Educación Tecnológica Agropecuaria y Ciencias del Mar.
School: Centro de Bachillerato Tecnológico Agropecuario No. 08. Teacher(s): M.C.E. Blanca Estela Gaspar Torres
Subject: English IV
Semester: 4th Career:
Técnico Agropecuario
Técnico en ofimática
Application period:
May 23rd to June
30th 2022
School year: February – July 2022
Length
Hours:
18 hrs.
Deadline:
January 24th
,
2022
FORMATIVE INTENTIONS
PURPOSE OF THE SUBJECT: The students build descriptions extensively using syntactic and grammatical elements, they make comparisons of two
or more objects that have common or contrasting elements; they can express using intensifiers in different contexts; they use tag questions to confirm
suppositions and connect sentences and ideas using specific vocabulary, all of this considering communication as the main idea of the speech
development.
AXIS: Reading, writing, listening and speaking,
Component: Reading, writing and oral production as learning sources and abilities practice. The importance of reading to writing
production. The importance of reading to writing in based argument.
MAIN CONTENT SPECIFIC CONTENT
Identified multiples use of verbs ending with ing and be able to
elaborate a survey deducing the differences among verb in
gerund and infinitive
Use of comparatives and superlatives in different contexts.
EXPECTED LEARNING OUTCOME:
Express similarities or differentiations about prices and personal interests. Express similarities or differentiations about prices and personal interests.
Communicate ideas and opinions giving additional information using words which indicate cause, effect or contrast.
GENERIC COMPETENCES AND ATTRIBUTES
4.- The student listens, interprets, and communicates relevant messages for different contexts by using appropriate means, codes and tools.
4.1 He /She expresses ideas and concepts by using linguistic, mathematic, and graphic means.
4.2. He/She uses different communicative strategies according to the audience, context, and his/her objectives.
4.5 He/She deals with information and communication technologies in order to find information and express ideas.
DISCIPLINARY COMPETENCES
1. Identifies, orders and interprets the ideas, data and concepts explicit and implicit in a text, considering the context in which it was generated and in
which it is received.

2
11. Communicates in a foreign language through a logical speech, oral or written,
SOCIO-EMOTIONAL ABILITIES
Collaboration: Identified problem, solved problem.
TEACHING TECHNIQUE
Social media to get information and make summaries and notes.
Self-learning, students are free to design their own exercises and get their own answers.
Cooperative work, students get involved with other classmates to share opinions and solve problems.
Feedback, teacher gives student advice about their performance so they can improve their scores.
EJERCICIO DE TRANSVERSALIDAD
Campo Disciplinar Matemáticas Ciencias
Experimentales
Comunicación Humanidades Ciencias Sociales Módulo Profesional
Asignatura/Módulo/
Submódulo
Ecología
Aprendizaje
esperado
Identifica los factores
que exponencian el
impacto de las
actividades humanas
sobre el ambiente.
Contenido central Mi huella ecológica.
Contenido específico ¿Cómo ha influido el
crecimiento de la
población humana y la
industrialización en el
impacto ambiental?
Productos
esperados
Cálculo de la huella
ecológica.
Proyecto integrador o
Producto esperado
común
Texto en donde usa los comparativos para identificar los cambios que ha tenido su comunidad derivados de la huella ecológica.
Actividades de
enseñanza
Elabora oraciones en
las que compara la
calidad, del clima,

3
aire, agua etc. En la
actualidad con la que
había hace 50 años.
Momento Segundo
Instrumento de
evaluación
Lista de cotejo del
segundo momento
25%
LEARNING ACTIVITIES
Opening
Teaching activities
Teacher:
Learning activities
Student:
Expected
learning
outcome
Competence(s)
Expected
learning
product (s)
Evaluation
(Type / instrument
/ value)
Length
1.T gives 3rd partial
introduction to the
online class using
blogger.
2.T explains the use of
superlatives.
3.T presents examples
about when to use
superlatives so
students can notice the
difference in their
meanings.
1.Ss listen and follow teacher´s
explanation using the next link:
https://blancatorres106.blogspot.com/2
022/02/u-1-act-14-estrategia-didactica-
ingles.html
1.Ss practice the structure and answer
some written exercises to show
understanding of the T’s explanations.
2.Ss form their own superlatives
sentences following the rules given.
3. Ss watch the video explanation
about use superlatives so they can get
their own notes.
https://blancatorres106.blogspot.com/2
022/02/u1-act3-video-sugerido-como-
parte-de-la.html
Express
similarities or
differentiations
about prices and
personal
interests.
CG4.- The
student listens,
interprets, and
communicates
relevant
messages for
different contexts
by using
appropriate
means, codes
and tools.
4.1 He /She
expresses ideas
and concepts by
using linguistic,
mathematic, and
graphic means.
Students
write down
their own
notes
including the
following
parts of the
topic:
Use
Structure
Examples
Formative
Assessment
Checklist 1
(SUPERLATIVES)
Score: 25%
6 hrs.

4
C: Conocimiento D: Desempeño P: Producto
Development
Teaching activities
Teacher:
Learning activities
Student:
Expected
learning
outcome
Competence(s)
Expected learning
product (s) Evaluation
(Type /
instrument /
value)
Length
1.T. asks Ss to
solve a word search
puzzles about
superlatives so they
can use that words
later to fill some
sentences.
2.T presents some
sentences with
blanks in order to
students can guess
what the correct
word is to give the
sentence a correct
meaning.
1.T uses an
infographic to
explain the use of
linking words
2.T presents
examples about
when to use them,
so students can
notice the difference
in their meanings.
1.Ss listen to teacher presentations to know how
to identify superlatives so they can find them
on the word search.
https://blancatorres106.blogspot.com/2022/02/u-
1-act-12-ejercicio-encuentra-los.html
2.Ss follow teacher explanation so they can fill
the sentences with the correct superlative.
3. Ss send their solved exercise to get a revision
and a grade.
1.Ss listen to the teacher and check the info
graphic about linking words explanation so they
can get their own notes.
1-act-13-infografia-sobre-linking.html
2.Ss practice by answering some written
exercises to show understanding of the T’s
explanations.
3.Ss write their own sentences using linking
words in different situations.
Express
similarities or
differentiations
about prices
and personal
interests.
Communicate
ideas and
opinions
giving
additional
information
using words
which indicate
cause, effect
or contrast.
CG4.- The
student
listens,
interprets, and
communicates
relevant
messages for
different
contexts by
using
appropriate
means, codes
and tools.
4.2. He/She
uses different
communicative
strategies
according to
the audience,
context, and
his/her
objectives.
Students exercise
solved.
Word search and
Sentences
Students write down
their own notes
including the following
parts of the topic:
• Use
• Structure
• Examples
Summative
Assessment
Exercise
superlatives.
Score: 25%
Formative
Assessment
Checklist 1
(Linking
words)
Score: 25%
6hrs.

5
Closing
Teaching activities
Teacher:
Learning activities
Student:
Expected
learning
outcome
Competence(s)
Expected
learning
product
(s)
Evaluation
(Type /
instrument /
value)
Length
1.T presents some sentences
with blanks in order to students
can guess what the correct word
is to give the sentence a correct
meaning.
2.T ask students to solve a
crossword puzzle where they
have to identify the six topics
studied in the semesters.
3.T after checking students’
exercises, review in class the
presentation given at the
semester beginning so students
can identify the correct answers.
1.Ss listen to teacher presentations and check
their notes to know what the correct word is to
fill each sentence.
2.Ss follow teacher explanation so they can
understand how to answer the task.
3.Ss answer the crossword using the next link
1-act-11.html
4. Ss send their solved exercise to get a revision
and a grade.
4. Ss. Identify and correct their own mistakes
after watching the presentation given:
1-act-9-subiendo-un-archivo-en.html
Communicate
ideas and
opinions
giving
additional
information
using words
which indicate
cause, effect,
or contrast.
CD1.
Identifies,
orders, and
interprets the
ideas, data
and concepts
explicit and
implicit in a
text,
considering
the context in
which it was
generated and
in which it is
received.
Student’s
exercise
solved.
Summative
Assessment
Exercise
linking
words.
Score: 10%
Crossword
Score: 15%
6 hrs.

6
RESOURCES
Equipment Material Sources of information
Lap top
Speakers
Mobile phone
Fun Grammar Lessons
Functional English
Previous lessons
Flashcards
British Council. (2019). Learn English. https://learnenglish.britishcouncil.org/english-
grammar-reference/comparative-and-superlative-adjectives
Oxford Idiomes. https://oxfordschool.es/linking-words/general/
DGETAyCM. (2020). Cuadernillo de Asesorías Académicas de la asignatura de Inglés
IV. México. SEP
https://blancatorres106.blogspot.com/
https://www.youtube.com/watch?v=WALXkZx78GQ
https://www.youtube.com/watch?v=GftTPjgpUNo
VALIDACIÓN
Elaboró Revisó Validó Vo. Bo.
M.C.E. Blanca Estela Gaspar Torres M.C.E. Blanca Estela Gaspar Torres
Coordinador del Componente
Disciplinar o Profesional.
Ing. César Vega Herrera
Jefe del Depto. Académico y de Competencias
M.A.R.H. Rosa Ríos Bautista
Director del C.B.T.a. No. 8

ECA 3 inglés IV Blanca

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