SCHOOL YEAR 2024 – 2025

OFFICIAL SECONDARY SCHOOL NO. 156 “TIERRA Y LIBERTAD” CCT: 15EES0434D

SCHOOL SCHEDULE MORNING LOCALIDAD SAN JUAN DE LAS Z.E. S079
HUERTAS
TEACHER YESSENIA AYALA POPOCA

MONTH OCTOBER OF 2024 GRADE: 2 GROUP: A, B,C Y D

OBSERVATIONS: IMPLEMENTATION OF NATIONAL PROGRAMS IF YOU USE DRUGS YOU HURT YOURSELF, GENDER EQUALITY, LITERARY DISCUSSIONS, ACCORDING TO REQUIRED DATES AND
STUDENTS' NEEDS, ONCE A MONTH.
 TRAINING FIELD LANGUAGES

METHODOLOGY PROBLEM-BASED LEARNING

COMMUNITY PROJECT-BASED LEARNING
INCLUSION
APPROPRIATION OF CULTURES THROUGH READING AND WRITING.
ARTICULATOR AXIS
CRITICAL THINKING
GENDER EQUALITY

GRADUATE PROFILE

 • They perceive themselves as part of nature, aware of the moment they live in their life cycle and the importance of understanding that the environment and their personal life are
part of the same plot, so they understand the priority of relating the care of their diet, their physical, mental, sexual and reproductive health with planetary health from a sustainable
and compatible vision.
 • They interact in dialogue processes with respect and appreciation for the diversity of capacities, characteristics, conditions, needs, interests and visions by working cooperatively.
They are able to learn at their own pace and respect the pace of other people; they acquire new capacities, build new relationships and assume different roles in a process of constant
change.
 • They exchange ideas, worldviews and perspectives through different languages, in order to establish agreements in which their own ideas and those of others are respected. They
master basic communication skills both in their native language and in other languages. They take advantage of the resources and means of digital culture, in an ethical and
responsible manner, to communicate, as well as to obtain information, select it, organize it, analyze it and evaluate it.

Transversality
The learning object of this field is based on experiences and interaction with the world through the use of different languages. Girls, boys and adolescents expand their possibilities of expression in
different situations; they build shared meanings and assertively communicate interests, needs, motivations, affections and knowledge. These situations favor, on the one hand, the implementation
of languages that gradually enhance and make their use more complex, and on the other, they offer the opportunity to explore and develop sensitivity, perception, imagination and creativity as
tools to interpret and influence reality.
This training field links gradual learning processes of Spanish and indigenous languages, as well as artistic languages and English as a foreign language and, in the case of care for people with
hearing disabilities, Mexican Sign Language, considering the characteristics of the development age of girls, boys and adolescents, as well as the search for interdisciplinary integration through the
contents of the languages.
Through oral communication, reading, writing, sensoriality, perception and composition, girls, boys and adolescents will have the opportunity to explore, experiment and produce individual or
collective creations that intertwine the different contexts in which they operate so that they recognize, understand and use the diversity of forms of communication and expression where they
relate signs with meanings, through linguistic, visual, gestural, spatial and aural or sound systems.
 PDA
1. Understands narrative and biographical texts in English about daily life, forms of interaction and behavior of speakers of various languages from Mexico and the world in the past, and
expresses it in graphic organizers, infographics or other forms of written and oral presentation.
2. Prepares information sheets in English about identity traits of English-speaking peoples.
3. Interprets role-plays in English about situations that favor assertive communication.

CONTENTS Linguistic diversity and its forms of expression in Mexico and the world.
The identity and culture of English-speaking peoples.
Cultural, linguistic and artistic manifestations in English, in favor of interculturality.
Use of various texts in English that promote the preservation and conservation of languages.
COMMON EUROPEAN FRAMEWORK FOR LANGUAGES (MCER)

LESSON START-UP, DEVELOPMENT AND CLOSING ACTIVITIES GRAMMATICAL VOCABULARY MACRO-ABILITY FOR TEACHING ENGLISH TEACHING
STRUCTURE MATERIAL
1. Technique to maintain order at the beginning, during PERSONAL ITEMS AND Speaking Communicative approach Blackboard
interruptions or when required. SIMPLE CLASSROOM OBJECTS/ Listening Sociocultural approach Copies
Activation of prior knowledge through questions about the PRESENT LOS OBJETOS Reading Grammification Dictionary
previous topic. Verb to be PERSONALES Y DEL Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary classroom Subskills Images
SALÓN
objects, needed for the session using different teaching Others
materials or a blackboard.
PREPOSITIONS
Complete the names of these things/Completa el nombre de
estos objetos.
Write the plural form of the items that you write before/
Escribe el plural de los objetos que escribiste antes.
Practice of phrases or words used during the session.
Homework: investiga diez palabras nuevas sobre vocabulario que
utilizas en el salón de clases y dibújalos en tu cuaderno
2. Technique to maintain order at the beginning, during SIMPLE PERSONAL ITEMS AND Speaking Communicative approach Blackboard
interruptions or when required. PRESENT CLASSROOM OBJECTS/ Listening Sociocultural approach Copies
Activation of prior knowledge through questions about the Verb to be LOS OBJETOS Reading Grammification Dictionary
previous topic. PERSONALES Y DEL Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary needed for the Subskills Images
SALÓN
session using different teaching materials or a blackboard. Others
Ask and say where things are in a classroom/pregunta y responde PREPOSITIONS
en donde se ubican las cosas en el salón de clases.
Look at the picture, then complete the sentences with the
 words in the chart/Observa las imágenes, después completa
las oraciones con las palabras del recuadro.
Practice of phrases or words used during the session.
Homework: elabora un pequeño texto en el que describas la
ubicación de las cosas en tu casa.
3. Technique to maintain order at the beginning, during SIMPLE GIVE CLASSROOM Speaking Communicative approach Blackboard
interruptions or when required. PRESENT INSTRUCTIONS. KNOW Listening Sociocultural approach Copies
Activation of prior knowledge through questions about the Verb to be EXPRESSIONS TO Reading Grammification Dictionary
previous topic. APOLOGIZE/BRINDA Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary (give classroom ALGUNAS INSTRUCCIONES Subskills Images
instructions. know expressions to apologize) needed for the DENTRO DEL SALÓN. Others
session using different teaching materials or a blackboard. CONOCE EXPRESIONES PARA
Number the lines of these two conversations in the correct DISCULPARSE
order. Then write the conversations/Enumera las líneas de dos
conversaciones en el orden correcto, después escribe la
conversación.
Write the next expressions in the correct place/Escribe las
siguientes expresiones en el lugar correcto
Practice of phrases or words used during the session
Review of the activities carried out by the students, individually,
using a checklist.
Homework: inventa una pequeña conversación en la que utilices el
mayor número de expresiones que se encuentran en el recuadro de
esta página
4. Technique to maintain order at the beginning, during SIMPLE TALK ABOUT YOUR FAVORITE Speaking Communicative approach Blackboard
interruptions or when required. PRESENT CELEBRITIES/ HABLA ACERCA Listenig Sociocultural approach Copies
Activation of prior knowledge through questions about the Verb to be DE TUS CELEBRIDADES Reading Grammification Dictionary
previous topic. FAVORITAS Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary needed for the POSSESSIVE ADJECTIVES Subkilss Images
session using different teaching materials or a blackboard. Others
Answer the next questions with your personal
information/Responde las siguientes preguntas con tu
información personal.
Write a short paragraph with the information above/ Escribe
un pequeño párrafo con la información de arriba.
Practice of phrases or words used during the session
Review of the activities carried out by the students, individually,
using a checklist.
5. Technique to maintain order at the beginning, during PRESENTE TALK ABOUT YOUR FAVORITE Speaking Communicative approach Blackboard
interruptions or when required. SIMPLE CELEBRITIES/ HABLA ACERCA Listening Sociocultural approach Copies
Activation of prior knowledge through questions about the Verbo to be DE TUS CELEBRIDADES Reading Grammification Dictionary
previous topic. Possessive FAVORITAS Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary needed for the adjectives POSSESSIVE ADJECTIVES Subskills Images
session using different teaching materials or a blackboard. DESCRIBE PEOPLE’S Others
Complete the sentences, use verb be or possessive PERSONALITY TRAITS/
adjectives/Completa las oraciones, usa el verbo be o los DESCRIBE LAS
adjetivos posesivos CARACTERÍSTICAS DE
Unscramble the adjectives/Descifra los adjetivos. PERSONALIDAD DE LA
Practice of phrases or words used during the session GENTE
Review of the activities carried out by the students, individually,
using a checklist.
6. Technique to maintain order at the beginning, during PRESENTE Speaking Communicative approach Blackboard
interruptions or when required. SIMPLE POSSESSIVE ADJECTIVES Listening Sociocultural approach Copies
Activation of prior knowledge through questions about the Verbo to be DESCRIBE PEOPLE’S Reading Grammification Dictionary
previous topic. PERSONALITY TRAITS/ Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary needed for the DESCRIBE LAS Subskills Images
session using different teaching materials or a blackboard. CARACTERÍSTICAS DE Others
Complete the questions, then write short answers/ PERSONALIDAD DE LA
Completa las preguntas, después escribe respuestas cortas. GENTE
Practice of phrases or words used during the session
Review of the activities carried out by the students, individually,
using a checklist.
Homework: piensa en tres compañeros de clase y describe su
personalidad en pequeños párrafos, utiliza lo estudiado el día de
hoy.
7. Technique to maintain order at the beginning, during PRESENTE Speaking Communicative approach Blackboard
interruptions or when required. SIMPLE TALK ABOUT FRIENDS AND Listening Sociocultural approach Copies
Activation of prior knowledge through questions about the Verbo to be FAMILY/HABLA SOBRE Reading Grammification Dictionary
previous topic. AMIGOS Y FAMILIA Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary needed for the Subskills Images
session using different teaching materials or a blackboard. Others
Make your own family tree/Elabora tu propio árbol
genealógico.
Read the dialogue, then answer the questions/Lee el texto,
después responde las preguntas
Practice of phrases or words used during the session
Review of the activities carried out by the students, individually,
 using a checklist.
Homework: platica con tus padres sobre los integrantes de tu
familia, sus historias, anécdotas, te aseguramos que pasarás un
excelente momento.
8. Technique to maintain order at the beginning, during PRESENTE USE THE EXPRESSION: Speaking Communicative approach Blackboard
interruptions or when required. SIMPLE REALLY? IN A Listening Sociocultural approach Copies
Activation of prior knowledge through questions about the Verbo to be CONVERSATION/UTILIZA LA Reading Grammification Dictionary
previous topic. EXPRESIÓN: REALLY? Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary needed for the EN UNA CONVERSACIÓN Subskills Images
session using different teaching materials or a blackboard. Others
Write responses to show you are interested or surprised/ Escribe
respuestas para mostrar que estas interesado o sorprendido.
Write expressions to show you are interested or surprised. Then
ask a question/Escribe expresiones para mostrar que estás
interesado o sorprendido. Después realiza una pregunta.
Practice of phrases or words used during the session
Review of the activities carried out by the students, individually,
using a checklist.
Homework: piensa sobre tres oraciones que puedan causar
sorpresa, utiliza la expresión: really?, y continúa haciendo
una pregunta de seguimiento
9. Technique to maintain order at the beginning, during The verbs in DESCRIBE A TYPICAL Speaking Communicative approach Blackboard
interruptions or when required. past and MORNING IN YOUR HOUSE/ Listening Sociocultural approach Copies
Activation of prior knowledge through questions about the present DESCRIBE UNA MAÑANA Reading Grammification Dictionary
previous topic. TÍPICA EN CASA Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary needed for the THE VERBS Subskills Images
session using different teaching materials or a blackboard. Others
Match the verbs with the words and expressions, then write the
sentences about your personal information/ Relaciona los
verbos con las palabras y expresiones, después escribe las
oraciones con tu información personal.
Complete the message with the correct form of the
verbs/Completa el mensaje con la forma correcta de los verbos.
Practice of phrases or words used during the session
Review of the activities carried out by the students, individually,
using a checklist.
Homework: escribe seis actividades que regularmente haces y
seis que no realizas, clasifícalas en una tabla
10. Technique to maintain order at the beginning, during PRESENTE ROUTINES Speaking Communicative approach Blackboard
interruptions or when required. SIMPLE Listening Sociocultural approach Copies
Activation of prior knowledge through questions about the Verbo to be Reading Grammification Dictionary
previous topic. Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary needed for the Subskills Images
session using different teaching materials or a blackboard. Others
Discuss about weekly routines/habla sobre las rutinas que realizas
semanalmente.
Write the days of the week, then think about one activity you
usually do/Escribe los días en inglés, después piensa sobre una
actividad que usualmente haces.
Complete the questions, then answer them/Completa las
preguntas después respóndelas
Practice of phrases or words used during the session
Review of the activities carried out by the students, individually,
using a checklist.
11. Technique to maintain order at the beginning, during PRESENTE ROUTINES Speaking Communicative approach Blackboard
interruptions or when required. SIMPLE SAYING MORE THAN YES OR Listening Sociocultural approach Copies
Activation of prior knowledge through questions about the Verbo to be NO/RESPONDER ALGO MÁS Reading Grammification Dictionary
previous topic. QUE SI O N Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary needed for the Subskills Images
session using different teaching materials or a blackboard. Others
Which activities are fun for you, what are not. Complete the
charts/Cuáles actividades son divertidas para ti, cuáles no.
Completa las tablas.
Match the questions with the answers/Relaciona las
preguntas con las respuestas
Practice of phrases or words used during the session
Review of the activities carried out by the students, individually,
using a checklist.
12. Technique to maintain order at the beginning, during PRESENTE ROUTINES Speaking Communicative approach Blackboard
interruptions or when required. SIMPLE SAYING MORE THAN YES OR Listening Sociocultural approach Copies
Activation of prior knowledge through questions about the Verbo to be NO/RESPONDER ALGO MÁS Reading Grammification Dictionary
previous topic. QUE SI O N Writing Grammar translation Bond paper
Introduction to the topic through the vocabulary needed for the Subskills Images
session using different teaching materials or a blackboard. Others
Complete the sentences with your information/Completa las
oraciones con tu información.
Read the text and answer the questions, then read out loud/Lee
 el texto y responde las preguntas, después léelas en voz alta
Practice of phrases or words used during the session
Review of the activities carried out by the students, individually,
using a checklist.
Homework: piensa en las actividades que algún miembro de tu
familia realiza y escribe un pequeño texto, guíate con el ejemplo
de esta página.

13. Evaluation PRESENTE ROUTINES Speaking

DRUGS AND THEIR CLASSIFICATION SIMPLE SAYING MORE THAN YES OR Listening
ACTIONS THAT STRENGTHEN THE PMC Verbo to be NO/RESPONDER ALGO MÁS Reading
QUE SI O N Writing
Subskills

Evaluation
Evaluation Criteria Detailed Description Success Indicators Check Box
Grammar and Language Usage Assessment of grammatical correctness and Correct use of verb tenses, prepositions, articles, and
appropriate use of language in different contexts. syntactic structures.
Vocabulary Assessment of the breadth and precision of the Appropriate use of words according to context, and
vocabulary used demonstration of a wide range of vocabulary
Writing Skills Quality of writing in terms of clarity, coherence, and Clear, coherent and well-structured essays, with
 organization. introduction, development and conclusion.
Reading Skills Reading comprehension and critical analysis of texts. Adequate understanding of texts, identification of
main ideas and relevant details
Listening Skills Understanding auditory information and ability to Clear understanding of dialogues or recordings, and
answer related questions. ability to summarize or answer related questions.
Speaking Skills Fluency and coherence in oral expression, including Clear and fluent conversations, proper use of
pronunciation and intonation intonation, and good pronunciation.
Participation and Collaboration Degree of active participation in class activities and Frequent and constructive participation in classes and
collaboration with other students. group activities.
1/5 and 6/10 achieved not achieved

PMC achieved not achieved

Classroom strategy that informs and Promote knowledge and reflection on the Provide tools to teaching staff to raise awareness
contributes to the prevention of drug use characteristics and adverse health effects associated among adolescents about the irreversible damage to
among primary education students with the consumption of psychoactive substances or health caused by the beginning of drug use
drugs among the adolescent population.

HOJA DE FIRMAS

ELABORO REVISO Vo. Bo.

PROFR (A). YESSENIA AYALA POPOCA SECRETARIA ESCOLAR PROFRA. HORTENCIA RODRÍGUEZ GÓMEZ
TITULAR DE LA DISCIPLINA GRABRIELA ALVARADO PEREZ SUBDIRECTORA ESCOLAR