SECRETARIA DE EDUCACION PÚBLICA

SUBSECRETARIA DE EDUCACION OBLIGATORIA

DIRECCION DE EDUCACION JUVENIL
DIRECCION DE SECUNDARIAS GENERALES
JEFATURA DE ENSEÑANZA GRUPO: 3
PLANNING FOR THE FIRST CLASS. MOMENT: ONE SUBJECT: ENGLISH.
SCHOOL: ESC. SEC. GRAL “SOR JUANA INÉS DE LA CRUZ” C.C.T.: 21DES0120P GRADE AND GROUP: 1º: “ A ”
TOPIC: Everyday problems. SOCIAL PRACTICE: Express support and solidarity in a daily problem.
SPECIFIC COMPETENCY: Give and receive information about a daily problem. Environment: Familiar and community.
PURPOSE: Produce short text of a dalily problem. Achievements: Express reason for your interest in a problem.
DIDACTIC ORIENTATIONS: Offer students models to demostrate how to recognize different points of view when analysing oral and written texts.
CONTENTS TO WORK: About everyday problems: Shopping, telephone services, about food in a restaruant, hospital problems, etc.
NUMBER OF SESSIONS: 1,2,3 FROM: August 20th TO August 24th, 2018 SCHOOL YEAR: 2018 – 2019 WEEK: 1

S SCHOOL CONTEX:

STUDENT CONTEX:

START:
 Listen and review dialogues
about community services.
THE TEACHER shows to the students an image
of a neighborhood and asks them what they can
see. They talk about what places they recognize
and what another things they can see in the
neighborhood, or people who work in it. (Traffic
lights, fountains, pets, etc.) The teacher can
increase the vocabulary of the students by
showing images of the objects or places that they
don’t know the names.
DIDACTIC SESUENCY SESSION 1
DEVELOPMENT:
THE TEACHER talks with the students about each
person in the community have a specific job and
give them examples of some community helpers.
Example.
The trash collector keeps the neighborhood clean.
The police officer maintains the order and security
of the neighborhood.
The firefighter prevents and extinguishes fires.
The bus driver transports people around the
neighborhood.
The doctor heals people when they are sick.
THE TEACHER introduces the structure / This is /
to refer to each community helper.
CLOSE.
THE TEACHER divides the group into teams
of three people and assigns them one of the
community helpers seen in class.
THE STUDENTS has to make a poster that
contains the activities that the community
helper do and a picture.
THE STUDENTS choose a member of the
team to present in
front of the class they
work.

Example
This is the Doctor; he works in the Hospital.
THE TEACHER places images of the community
helpers that he has seen in class and asks the
students what each one does. He also asks what
other community helpers know and if they
remember what their activity is in the community,
and they make a list with the new public servants
exposed in class.

THE STUDENT has to read and write about the

community helpers
RESOURCES:
STUDENTS SERVED BY “USAER”

OBSERVATIONS:

START:
 Understand the general sense and
main ideas.
THE TEACHER asks to the students if they
remember what´s a community helper, and
explains that all the community helpers give a
specific service to the community. Giving
examples, the teacher will begin by asking students
if they believe that a teacher is a community helper,
and which ones are the reasons that make them
think so.
THE STUDENTS give more examples of
community helpers who they believe help more in
the community and make a list along with THE
TEACHER.
RESOURCES:
STUDENTS SERVED BY “USAER”
OBSERVATIONS:
DIDACTIC SESUENCY SESSION 2
DEVELOPMENT: CLOSE.
THE TEACHER reads the following text to the
students. THE STUDENT describes the community
helper who interpreted and talked about his
THE STUDENTS identify which community helper role in the community.
appear in the reading and take notes of their
names and what did they do to help Jack and his Example.
family. I am a doctor, I work in a hospital and I help
people who are sick
Jack lives at home with his mother and father.
One night, after Jack and his mother were both off
to sleep and Jack's father was coming home from
a trip, their house caught on fire. Jack's mother
ran into his room to wake him. He and his mother
ran down the stairs and out the front door. Their
neighbor, Mrs. Kean, grabbed Jack's dog
Grubber, took him into her home, and fed him.
Dana and other local firefighters came to Jack's
home to put out the flames. Jim, a local police
officer, called Jack's father to inform him about
the fire and his family's safe escape from the
house. A paramedic named Sarah examined Jack
and his mother to make sure they didn't have any
burns or trouble breathing. A few days after the
fire, Jack and his parents took Grubber to the Dr.
Jones the veterinarian to make sure he was okay.
Jack's neighbors helped his family clean up the
portion of their home that had been damaged.
Once all of the trash was gathered outside, Bill,
the garbage man, picked it up.
 DIDACTIC SESUENCY SESSION 3
START: DEVELOPMENT: CLOSE.
 Exchange information about
community services. THE TEACHER forms teams of five students to THE TEACHER gives to the students a
create a dialogue where each one will interpret worksheet, to be done in class.
community helpers.
Heads up! THE STUDENT will answer which is the
THE STUDENTS will assign to each other which function of each community helper and
THE TEACHER takes bands with the image of the community helper will interpret and write a compares the answers with the other students.
community helpers, a STUDENT will choose one at dialogue that will have to be represented in front
random and without seeing it he will place it on his of their other classmates. According to their
head. characteristics, students who are not participating
in the dialogue have to guess which community
THE STUDENTS give clues to their partner to find helper their classmates are representing.
out which community helper is in the band. (YES /
NO questions)
Example.

1- Is it a community helper?
2- Does it wear a uniform?
3- Does it wear a hat?
4- Does it work with water?
5- Does he use a ladder?
= Firefighter
RESOURCES: DICTIONARY, FLASH CARDS, POSTERS, COPIES.
EVALUATION: PARTICIPATION

PRODUCT: ANSWERED SHEET LESSON 3

STUDENTS SERVED BY “USAER”

OBSERVATIONS:

MAESTRO DE INGLÉS. SUBDIRECTOR DE LA ESCUELA.

_________________________ ______________________________
Florentino Tecuanhuey Flores. Mtro: Pedro Amador Crespo Fuentes.

JEFE DE ENSEÑANZA. DIRECTORA DE LA ESCUELA.

_____________________________ ______________________________
Mtro. Juan Carlos Silva Domínguez. Mtra. Deisy Nohemí Anderica Ochoa