DIDACTIC SEQUENCE

TITLE OF THE DIDACTIC SEQUENCE:

Teacher’s name: Yazmin María del Rocío Sandria Mendoza.

Subject: English

Purpose of the subject: It uses the resources of Spanish, so that students acquire the
basics of the language, stories such as vocabulary, grammar and spelling,
pronunciation principles and development of reading comprehension, among other
knowledge.

Module’s number: II

Module Purpose: Critically analyze and solve problems, as well as participate in

various exchanges and cultural expressions of their own
making correct use of the Spanish and English language

Learning’s description: students will be able to recognize and identify the structures of
the present simple in the affirmative, negative and interrogative forms through
explanations, videos, audios, dictations and presentations.

Contents: simple present “affirmative, negative and interrogative”

Estimated class time: 4 hours

START PHASE

Activity: (Game of the potato burns) the teacher begins to play with the students
whoever gets the potato begins to mention the verb that the teacher is going to show.

Purpose of the activity: Purpose of the activity: to familiarize students with verbs in
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basic form, try to write and learn them.

Evaluation: formative assessment: checklists

Activity: (writing and learning verbs) The teacher writes 15 English verbs on the board
and asks the students to write them in their notebooks. When they finish, the teacher
asks the verbs as a group considering the participation of each one.

Purpose of the activity: Learn at least 10 English verbs through skill exercises.

Evaluation: formative assessment: checklists

Activity: (Role play) The teacher writes 30 English verbs on the board to be learned,
he also says the pronunciation of all the written verbs. Then, write different sentences
on a piece of paper, and ask the students to make movements according to the
sentence gestures according to the one they have in their hand. The rest of the group
tries to imitate the complete sentence.

Purpose of the activity: get students to identify verbs in different ways such as
singing, listening, playing, reading or writing.

Evaluation: formative assessment: checklist

Activity: (Doing simple sentences) Students write in their notebook 10 sentences in

affirmative only with the following pronouns: I, You, We and They.
Purpose of the activity: Identify the affirmative structure of simple present through
sentences.
Evaluation: portfolio
DEVELOPMENTAL PHASE

Activity: (singular/plural rules) Teacher writes on the board some verbs in English like
these ones: do-does, study- studies, play-plays, love-loves, eat-eats and box-boxes.
Students try to give some opinions about S-endings.
Finally, teacher explains the topic giving clear examples.
Purpose of the activity: Recognize the rules for using them in third person of simple
present.
Evaluation: formative assessment: checklists

Activity: (Affirmative structure of simple present) in team, students write a sentence

on the board and try to explain the affirmative structure of the simple present.
Teacher helps them and clarifies the topic using examples and some dictates of
sentences.
Purpose of the activity: be able to develop the grammar skill using sentences or
listening small texts.
Teacher explains the correct use of singular/plural rules for third person verbs.
Students rewrite sentences using third person pronoun, for example: I play soccer-
He plays soccer. You study English-She studies English, etc.
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Evaluation: formative assessment: checklist.

Activity: (Negative structure of simple present) students look for information on the
web to write a sentence in negative way.
Teacher dictates a sentence in affirmative and they rewrite that sentence in negative
way according the information found.
Finally, teacher explains the topic writing some sentences and comparing first,
second and plural pronouns against third people.
Teacher writes some jumbled sentences on the board and the students have to put
them in order.
Purpose of the activity: Identify and recognize the negative structure with all personal
pronouns.
Evaluation: checklist

Activity: (Interrogative structure of simple present) Teacher explains how to write a

sentence in interrogative way only once and using just a sentence, for example: Aff.
You do exercise, Neg. You don`t do exercise, Int. Do you do exercise? When teacher
finishes explaining the topic, students have to write the following sentence in its three
forms: affirmative. He does exercise, Negative and interrogative
Teacher writes many jumbled words on the board using different sentences in
affirmative, negative and interrogative way. Students write the words in a cardboard,
after that they cut every word until they are like cards.
Finally, students play with the cards forming different sentences.
Purpose of the activity: Students familiarize with the simple present structure through
funny games.
Evaluation: Portfolio of evidence

POST ACTIVE PHASE (Evaluation and feedback)

Activity: Activity: (my daily routine) the teacher asks students to write a daily routine
with the following verbs: breakfast, wake up, have lunch, take a shower, go to work,
take the bus or walk to school, do homework, visit friends, have dinner, brush your
teeth and sleep.
For example: I wake up at 5:00 a.m. Monday through Friday, after I brush my teeth at
5:20 a.m., then I have breakfast at 5:30 a.m., I take a shower after breakfast, I put on
my uniform, or I go to work at 6:00 am
students answer some activities in their English book:
Page 90 Language Additional to Spanish Community tele-high school. On this page
students present their speech according to the image shown.
Page 93 activity 16. On this page, students answer the quiz with their own
information.

Purpose of the activity: Students will be able to write a short speech developing
writing skills.

Evaluation: rubric

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Activity: (Marsha’s weekly routine) teacher projects the page 40 of interchange third
edition book in the activity number 9 called Marsha`s weekly routine.
Students listens the audio and check the days Marsha does each thing. When they
finish the activity, they compare the answers with a classmate.
Purpose of the activity: develop the listening skill with activities in simple present.
Evaluation: rubric

Activity: (online feedback) Teacher writes some questions on the board according a
video to work in class; some of the question are: How old is Ana?, How old is Ana
brother? What does Ana do? And so on.
Students pay a lot of attention to the video called “MY LIFE” unit 6 intro interchange.
According the video, they answer the questions.
Finally, in a group way, students give answers to the questions.
Purpose of the activity: be able to understand videos in English developing the
comprehension skill.
Evaluation: Rubric.

Activity: (oral test) Students answer the questions that the teacher writes on the
board. After that, they have to record a one-minute video using the answers of the
questions. When they finish, they have to upload the file to drive
Finally, students answer a written test on the web.
Purpose of the activity: Students will be able to develop oral skills through personal
speeches in English.
Evaluation: Rubric.
Learning evidence

Description of the expected evidence of learning: photos, videos, exercises solved

online, files uploaded to the drive platform.

References

https://drive.google.com/file/d/1YRtfZHObtoXUmXp7_kM7JHaxnB4ICeEN/view?
usp=share_link
Additional language to Spanish I book.