Planeacion Didactica Inglés 1

Secretaría Académica
Dirección de Formación Académica
PLANEACIÓN DIDÁCTICA
ANTECEDENTES
Uno de los mayores retos que vislumbra el personal docente para el ciclo escolar 2021-22 será el dar continuidad a la formación de alumnos
y alumnas en diferentes modalidades presencial, híbrida, virtual, en línea y a distancia de acuerdo a las condiciones particulares de cada
plantel y mediante la planeación de procesos de enseñanza, aprendizaje y evaluación que permitan asegurar el logro de los aprendizajes.
A lo largo de los meses transcurridos se han adoptado múltiples formas, en donde las y los docentes han sido el principal motor para que la
escuela permanezca abierta, creando infinidad de estrategias educativas, encontrando en los recursos tecnológicos una herramienta viable y
atractiva para favorecer los aprendizajes.
Esta experiencia se ha convertido en una gran oportunidad para el uso de recursos tecnológicos, sin embargo, para llevar un proceso
educativo, se tiene que visualizar desde el momento de la planeación una formación que incorpore la tecnología de manera intencionada, que
considere las particularidades del momento y que identifique las características y posibilidades que se tienen bajo estos diferentes contextos.
Todo docente, debe facilitar la apropiación de los aprendizajes con estrategias congruentes a la naturaleza del módulo a impartir, por lo tanto,
debe tener claridad sobre el propósito del módulo, de las unidades y resultados de aprendizaje y de los contenidos que se ofrecerán de manera
simultánea e interrelacionada durante el proceso a fin de hacerlo enseñable.
Por lo anterior, las experiencias de aprendizaje que diseñe, deberán aproximar al alumno al desarrollo de las competencias genéricas,
disciplinares y profesionales vinculadas a su perfil profesional. Es decir, asegurar que, durante el desarrollo de la competencia propia del
módulo, considere estrategias que lo lleven a escenarios de realismo y proximidad de la carrera y así prepararlo para su inserción al mundo
Calle 16 de septiembre No. 147 norte, Col. Lázaro Cárdenas, C.P. 52148, Metepec, Estado de México Tel.: (55) 5480 3700
www.conalep.edu.mx
laboral, estas simulaciones las podrá realizar de modo diverso según la naturaleza de los aprendizajes a lograr, desde el papel y lápiz hasta la
realidad virtual.
Es recomendable que al revisar los programas de estudio se piense en la forma en la que se pueden dosificar los contenidos, priorizando
aquellos que se consideren fundamentales para el estudiantado durante el semestre. Esto puede resultar difícil, pero bajo las nuevas
circunstancias de regreso a clases, ¿se tiene la oportunidad de aprovechar esta situación para generar grupos de discusión profesional al
interior de las academias y acordar cómo abordar desafíos tan complejos relacionados con cómo evaluar los desempeños?, ¿cómo realizar
actividades de indagación?, ¿cómo generar actividades individuales, grupales o de pares?
Lo anterior, implica una mayor flexibilidad en la manera de impartir los conocimientos y una perspectiva más global, con la finalidad de
motivar y estimular la iniciativa y la aplicación del conocimiento de los alumnos y alumnas.
El presente formato planeación didáctica ha sido adecuado con el fin de atender el escenario y ambiente de aprendizaje que
direccionará la formación integral del alumnado, esperando sea una herramienta que ayude a confeccionar de forma dinámica y congruente
las estrategias para construir y reconstruir el aprendizaje de manera colaborativa y ajustándolo a las demandas particulares del contexto escolar.
www.conalep.edu.mx
ORIENTACIÓN DIDÁCTICA
Con el propósito de diferenciar las características de las modalidades de formación para la impartición de los módulos correspondientes a la
Formación Disciplinar Básica, Profesional y Trayectos Técnicos, a continuación, se presentan las puntualizaciones conforme a su tipo:
Presencial.
La modalidad de enseñanza presencial es aquella en que los estudiantes asisten regularmente a clase y desarrollan su proceso de aprendizaje
asociados a su plan de estudios y en un entorno grupal con la intervención de un docente que planifica sus actividades previamente.
Híbrida.
Hace referencia a la convergencia de la modalidad presencial con la modalidad en línea, con la finalidad de generar una propuesta de
aprendizaje integrador. Es una opción para que la y el estudiante realicen una parte de su aprendizaje en línea (plataformas virtuales), lo que le
permite ejercer cierto grado de control sobre el tiempo, lugar, ruta o ritmo de éste, la otra parte de su aprendizaje la realiza en un espacio físico
específico con supervisión y dirección. Ambas modalidades deben estar integradas en el curso con una parte del alumnado en el aula y otra parte
siguiendo la clase desde sus hogares. Los grupos se irían alternando.
En línea.
Esta modalidad es aquella en donde las y los docentes y estudiantes participan e interactúan en un entorno digital, a través de recursos
tecnológicos haciendo uso de las facilidades que proporciona el internet y las redes de computadoras de manera sincrónica, es decir, que estos
deben de coincidir con sus horarios para la sesión. Para la educación en línea podemos tomar como ejemplo a las clases que se imparten
www.conalep.edu.mx
mediante sesiones de Zoom, Microsoft Teams, Google Suite, entre otras y posteriormente las actividades se suben a plataformas como Moodle,
Canvas o Blackboard para revisión
Virtual.
Esta modalidad requiere recursos tecnológicos obligatorios, como una computadora o tableta, conexión a internet y el uso de una plataforma
multimedia. Este método, a diferencia de la educación en línea, funciona de manera asincrónica, es decir, que los docentes no tienen que
coincidir en horarios con los alumnos para las sesiones. Este método es parecido a la educación a distancia, pero estrictamente con recursos
tecnológicos solamente. Los materiales del curso o documentos se subirán a la plataforma elegida para que los alumnos puedan revisarlos, y
normalmente se discuten dudas en foros públicos para todo el grupo.
A distancia.
A diferencia de la educación virtual, la educación a distancia puede tener un porcentaje de presencialidad y otro virtual, sin embargo, esto
puede variar dependiendo de la institución en donde se imparta. Los alumnos y alumnas tienen control sobre el tiempo, el espacio y el ritmo de
su aprendizaje, porque no se requiere una conexión a internet o recursos computacionales, como en otros métodos. Los materiales que se
utilizan son normalmente físicos, como cuadernos, plumas, colores, o memorias USB, CD, entre otros.
Para resignificar el sentido de la formación y el desafío de aprender distinto, necesitamos tender puentes significativos entre las experiencias
de enseñanza y aprendizaje vividas a distancia, así como el reencuentro en las aulas presenciales, bajo este contexto planear una sesión será la
oportunidad para que el docente diseñe estrategias y actividades que sean valiosas en cualquier modalidad.
El principal reto será cambiar la concepción misma del proceso formativo de manera que se focalice en el aprendizaje del alumnado, más que
en la enseñanza por parte de maestro o maestra, y en el diseño de experiencias de aprendizaje haciendo uso de metodologías activas (en donde
el desarrollo de actividades por parte del estudiante es fundamental), más que en la exposición de contenidos. Se trata de avanzar en la
posibilidad de pensar en proyectos de aprendizaje que involucren diferentes áreas del conocimiento y resulten relevantes para el aquí y ahora de
www.conalep.edu.mx
las y los estudiantes o, en actividades que tengan sentido ser realizadas a la distancia porque se recuperan desde un lugar diferente, enriquecedor
y colaborativo, en los encuentros presenciales.
La selección de metodologías de enseñanza, aprendizaje y evaluación, serán una condición indispensable para lograr la excelencia en la
Formación Profesional.
www.conalep.edu.mx
ORGANIZACIÓN DIDÁCTICA
Los elementos didácticos de la planeación no pueden concebirse de manera aislada, su función es dar una visión global y sistematizada del
proceso enseñanza, aprendizaje y evaluación diseñado. Por lo tanto, lo siguiente será describir en el formato diseñado cada uno de éstos.
NOTA: El formato se llenará de acuerdo al número de Unidades y Resultados de Aprendizaje del módulo.
Instrucciones:
1. DATOS GENERALES.
Indicar las generalidades del programa de estudios en cuestión, retomando literalmente lo establecido en el mismo, tales como:
 Nombre del Módulo.
 Propósito del Módulo.
 Competencia del Módulo (Núcleo de formación al que corresponde el programa de estudios).
 Semestre.
 Número y nombre de la unidad de aprendizaje.
 Propósito de la Unidad.
 Competencia Genérica y Atributos.
 Resultado de Aprendizaje.
 Duración.
 Actividad de Evaluación.
 Dimensión Socioemocional/Habilidad Socioemocional
www.conalep.edu.mx
• Indicar la dimensión específica con la habilidad socioemocional establecida en el programa de estudios del módulo de
formación disciplinar básica, así como el número, nombre y duración de la lección seleccionada, de acuerdo con el semestre y
módulo a impartir. (En el caso de los módulos de formación profesional se recomienda que a través de las academias se
distribuyan las lecciones cuidando no repetirlas).
2. DATOS ESPECÍFICOS.
 Diseñar propósitos de aprendizaje conforme la cantidad de sesiones a desarrollar, respetando la siguiente estructura: verbo en futuro,
condición y finalidad.
 Señalar el número de sesión conforme la cantidad de propósitos de aprendizaje disgregados por resultado de aprendizaje, referir la
duración de la sesión, distribuyendo la duración del resultado de aprendizaje, por EJEMPLO:
Número de sesión 1/3 Duración: 2 hrs / 10 hrs

Resultado de
Duración: 10 hrs. Número de sesión 2/3 Duración: 5 hrs / 10 hrs
Aprendizaje (N)
Número de sesión 3/3 Duración: 3 hrs / 10 hrs
 Retomar literalmente del programa de estudios en cuestión, lo establecido en el mismo para:

• Aprendizajes esperados (Módulos de formación disciplinar básica).
• Producto esperado (Módulos de formación disciplinar básica).
• Evidencia a recopilar (Módulos de formación profesional y trayectos técnicos).
www.conalep.edu.mx
 Señalar con una (X) la modalidad de aprendizaje, comprendido como el entorno o espacio para atender las necesidades de
formación.
 SECUENCIA DIDÁCTICA
• Analizar, organizar y anotar los contenidos específicos del programa por aprender en la sesión, que permitan el logro del propósito
de la misma, alineados a la actividad de evaluación determinada para el resultado de aprendizaje.
• Describir las estrategias de enseñanza y de aprendizaje consideradas como acciones, procedimientos o actividades secuenciadas,
cuya función didáctica es la de orientar la función del docente y del alumno, con el fin alcanzar de manera colaborativa el logro de
un propósito formativo.
• Enlistar en la columna de evaluación las evidencias que realizan los alumnos durante el proceso de aprendizaje (con las que se va
demostrando el desarrollo de la competencia). Tomar como referencia las que se mencionan en los documentos curriculares (Plan
de estudios, guía pedagógica y guía de evaluación) y las que el docente considere realizar conforme los momentos de la secuencia
didáctica (diagnóstica, formativa y sumativa), para fortalecer el logro de la competencia.
• Referir el ambiente de aprendizaje en el que se desarrollará la sesión considerando: salón de clase, laboratorio, taller, empresa,
clínica, etc., escenarios reales donde se puede constatar la aplicación de los conocimientos y habilidades adquiridas. Además,
ambientes virtuales creados mediante el uso de las Tecnologías de la Información y la Comunicación, con la finalidad de
proporcionar a los educandos recursos que faciliten su proceso de aprendizaje, pueden citarse aula virtual, plataforma, blogs, foros
de discusión, chat, páginas especializadas los cuales contribuyen en la adquisición de aprendizajes por parte del alumno (a).
• Indicar los recursos y materiales didácticos utilizados como apoyo para favorecer el proceso de enseñanza y aprendizaje.
Nota: Cada Colegio Estatal puede ajustar la imagen institucional de este formato.
www.conalep.edu.mx
www.conalep.edu.mx
FORMATO DE PLANEACIÓN DIDÁCTICA
DATOS GENERALES
Nombre del plantel CONALEP Los Mochis Nombre del docente Rocío Elena Luna Quintana
The students will use the elements of language to

express the activities they are doing now, in the
past, and to share or request personal information
from other people with simple frases and tasks
that require a simple and direct exchange of
Nombre del módulo Initial Interaction in English Propósito del módulo
information of their environment and immediate
needs. In adittion, they will continue practicing
the language skills to achieve an efficient
interaction with students and to promote the
collaborative work with others.
Competencia del módulo Disciplinar X Profesional Semestre First
Número y nombre de 1. Exchange personal information about Propósito de la unidad 1.1 Exchange personal information in basic
la unidad de herself/himself and others. conversations using vocabulary and specific
www.conalep.edu.mx
structures.
aprendizaje 1.2 Writes basic texts that include information
about occupations and daily routines.
Competencia Genérica 4 The student listens, interprets, Atributos 4.1 The student expresses ideas and concepts
and communicates messages through linguistic, mathematical or graphic
relevant to different contexts by representations. 4.2 The student applies different
using appropriate means, codes communication strategies according to his/her
and tools. peers, the context in which he/she is located and
the objectives he/she is chasing. 4.4 The student
7 The student has initiative and
communicates in a second language in everyday
interest to learn throughout
situations. 4.5 The student uses information and
his/her life.
communication technologies to obtain
8 The student participates and information and express ideas. 7.3 The student
collaborates effectively in groups. articulates knowledge from various fields and
10 The student respects cultural establishes relationships between them and
diversity, beliefs, values, ideas his/her daily life.
and social practices. 8.3 The student assumes a constructive attitude
consistent with the knowledge he/she has within
different work teams.
10.1 The student recognizes that diversity takes
place in a democratic space of equal dignity and
www.conalep.edu.mx
rights of all people, and rejects all forms of

discrimination
Resultado de Students activate previous Duración 6 horas Actividad de This learning outcome is
aprendizaje knowledge evaluación evaluated with the activity 1.2.1
Students write and upload to an Writes a dialogue in English and
online blog a short dialogue in uploads it in an online blog.
which they use greetings and the
questions What's your name?
Where are you from? How old
are you?
Students are required to use verb
to be in present simple, in its
interrogative form to get
information from other people. 
Students design a survey to get
information about a person's
occupation by asking about
his/her name, age, and objects
that the interviewed individual
uses at work.  Students use the
affirmative form of verb to be in
www.conalep.edu.mx
present simple as well as

personal pronouns to provide
their own information in written
form.  Students understand the
use of verb to be in present
simple in affirmative form and
personal pronouns to describe
people.  Students use
vocabulary related to family
members.  Students use some
verbs in present simple to talk
about their daily activities and
other people's routines. 
Students use frequency adverbs
to emphasize how often their
activities are performed. 
Students draw a family tree and
include basic information about
themselves and two relatives
(name, age, occupation, and
physical appearance)
www.conalep.edu.mx
The student is self-conscious and determined,

builds healthy interpersonal relationships,
controls himself/herself, is able to face
adversities, works effectively, recognizes the
Número y 1.
Dimensión importance of asking for help, and is able to Duración
nombre
Socioemocional/Habilidad plan a life project with personal goals. She/He 50 minutes
de la Human (en minutos)
Socioemocional sets goals and makes the most of his/her lección Value
alternatives and resources. She/He makes
decisions to generate benefits for his/her well-
being in present, and opportunities to know how
to deal with future risks.
DATOS ESPECÍFICOS
1.1 Exchange personal information in basic conversations Número de 100

Propósito de aprendizaje 1/6 Duración
using vocabulary and specific structures. sesión minutos
Aprendizaje Students activate previous knowledge  Producto 1.2.1 Writes a dialogue in English and uploads it
esperado Students write and upload to an online blog esperado/Evidencia a in an online blog.
a short dialogue in which they use greetings recopilar
and the questions What's your name? Where
www.conalep.edu.mx
are you from? How old are you? and How

do you spell…? in order for them to get to
know other individuals
Modalidad de
Presencial ( X) Virtual ( ) Híbrido ( ) En línea ( ) A distancia ( )
aprendizaje
APERTURA
Estrategias
Contenido
Recursos y materiales didácticos
Específico Ambiente de
Enseñanza Aprendizaje Evaluación
aprendizaje
Exchange of oral El docente: El alumno: 1.2.1 Aula, casa. Libro Cambridge Horizons 1.
and written Start with the • Listen to the Writes a • IPA, International Phonetic Alphabet,
information for frame of the pronunciation of dialogue in pronunciation, definition and exercises. Available
the initial module or international English and in: http://www.paulmeier.com/ipa/charts. html
interaction.  session, defining phonetic symbols uploads it (06/07/18) • Numbers excercises. Available in:
Questions and the learning in order to in an online http://www.saberingles.com.ar/curso/le
short answers.  activities to be improve oral blog. sson02/05.html, (06/07/18)
May I come in?  achieved, the performance • http://www.saberingles.com.ar/curso/le
How do you say? learning products Collect useful sson01/11.html, (06/07/18)
 Can you repeat to be achieved phrases in a http://www.saberingles.com.ar/curso/le
www.conalep.edu.mx
APERTURA
Estrategias
Contenido
aprendizaje
please?  What and the group notebook. •

does X mean?  commitments of Verify
permanent pronunciation of
How do you
observance such questions and
spell? Spelling
as punctual short answers of
words.  sson03/05.html, (06/07/18) • Explanation and
assistance, active interaction with
Identification of practice of the verb to be. Available in:
participation, the teacher •
the alphabet and http://englishzone.com/verbs/be-intro1.html,
compliance with Promote the
colors.  the activities and exchange of oral (06/07/18) • Vocabulary exercises. Available in:
Identification of evaluation of the and written Classroom:
new words by learning. • information for http://www.saberingles.com.ar/lists/clas
context.  Develops the questions and sroom.html, (06/07/18), family ties:
Questions and sessions short interaction http://www.saberingles.com.ar/lists/fam ily.html,
answers to give incorporating responses. − Use (06/07/18), numbers:
and get personal techniques that the game of faces http://www.saberingles.com.ar/lists/nu mbers.html
information. - favor exchange and gestures to (06/07/18), countries and nationalities:
What is your and develop the
name? - Where communication, ability of body
are you from? - as well as communication,
How old are you? collaborative and deduce the
- How do you learning and vocabulary to
www.conalep.edu.mx
APERTURA
Estrategias
Contenido
aprendizaje
constant use. • Practice

spell?
motivation that spelling words
B. Indications addresses topics using one of the
and/or interaction of interest to following
actions in the students. • strategies: − Spell
classroom.  Sit Incorporates out the words that
down  Stand up strategies for the appear in
 Close your development of advertisements or
books  Copy  activity sheets of different spaces
Count  Turn to the Construye T during the
page  Match  Program in journey from
Read  Work in accordance with school to home or
the contents. • to work. − Form
pairs  Speak up
The session ends groups of two or
 Go to page C.
with the three students and
Expression of
recapitulation and dictate words
quantity  reflection of the seen in the unit. −
Cardinal numbers application of the Spell words in a
(1 to 1000)  learned content. coral form in
Ordinal numbers pairs or triplets. •
(1 to 50) Do the activity
www.conalep.edu.mx
APERTURA
Estrategias
Contenido
aprendizaje
. Requesting and number 1 Hi,

giving personal What’s up I want
information, oral to know about
and written.  you, Can you
spell that? •
Personal
Practice the use
presentation
of
phrases  Use of
communication
the present simple
using questions
of the verb to be
and answers to
in the first,
give and receive
second and third
personal
person singular 
information • Do
Vocabulary the activity
related to number 2 Hi,
temporality of What’s up I want
dates, months of to know about
the year, days of you, Personal
the week and Information! • Do
adverbs of the activity
frequency.  number 3 Hi,
www.conalep.edu.mx
APERTURA
Estrategias
Contenido
aprendizaje
What’s up I want
Vocabulary
to know about
related to the
you, Who are
country of origin
you? de esta guía.
and nationality,
− In teams of up
including its
to four members
cognates. B.
make a voice
Description of
recording with
family and
the conversation
personal ties. 
of activity
Personal
number 3. •
information
Practice the
request questions.
writing of
 Phrases and cardinal numbers
expressions of using one of the
presentation by following
third parties.  strategies: −
Vocabulary Form groups of
related to family two or three
relationships.  students and
Use of possessive dictate numbers
www.conalep.edu.mx
APERTURA
Estrategias
Contenido
aprendizaje
from 1 to 100. −
adjectives and the
Spell numbers in
verb to have. 
a coral form in
Occupational
pairs or triplets. −
vocabulary.
Write numbers.
www.conalep.edu.mx
DESARROLLO
Estrategias
Conten
ido Ambie Recursos y materiales
Específ Evalua nte de didácticos
Enseñanza Aprendizaje
ico ción aprendi
zaje
El docente: El alumno: 1.2.1 Aula, http://

• Practice dictation of numbers Writes casa www.saberingles.com.ar/
• Presents symbols of the International
http://www.saberingles.com.ar/curso/lesso a lists/nati onalities.html
Phonetic Alphabet emphasizing the dialog (06/07/18), ordinal
combination of non-familiar letters and n02/10.html − Make a chart with the
numbers from 1 to 100 and write it in the ue in numbers:
sounds in Spanish. • Guide following format: Number 1 One 2 Two 3 Englis http://www.saberingles.co
pronunciation patterns by means of the Three • Explain the difference between h and m.ar/lists/ordi nal-
international alphabet patterns provided cardinal and ordinal numbers written or uploa numbers.html (06/07/18),
in monolingual dictionaries • It oral, in pairs or triplets. • Write 3 ds it personal information:
sentences with cardinal numbers and 3 in an http://www.saberingles.co
encourages listening to the sounds of
sentences with ordinal numbers. • Perform online m.ar/lists/per sonal.html
the symbols that appear in the blog. (06/07/18), professions
the ordinal number exercises from 1 to 50:
dictionary on the following page: and occupations:
http://www.saberingles.com.ar/curso/lesso
http://www.paulmeier.com/ipa/charts.ht n09/05.html y http://www.saberingles.co
ml • Encourages the inference of m.ar/lists/prof essions.html
Practice oral presentation interactions by (06/07/18), professions
specific lexical meaning based on the
doing the following: − Make groups of
context in order to avoid the use of the
www.conalep.edu.mx
DESARROLLO
Estrategias
Conten
ico ción aprendi
zaje
dictionary as a single source of two or three students − Create written and occupations with
understanding. • Encourage the oral dialogues with personal presentation audio and ilustrated:
practice of spelling exercises using any statements of both question and answer. − http://www.saberingles.co
Make grammatical summary of the m.ar/lists/ipro
of the following techniques: − Choral
present simple of verb to be. • Practice fessions.html (06/07/18),
repetition. − Spelling contests. − vocabulary activities related to temporality:
Assignment of individual vocabulary. − occupations, nationalities and family ties. http://www.theenglishvoca
Creation of small groups for feedback. • Practice the present simple, verb to be in bulary.com/v
• Practical written guide through the the following pages: ocabulary.php?
spelling of both group and individual http://www.eclecticenglish.com/grammar/ lang=3&topic=152
words. • Guide the creation of useful PresentSimpleToBe1A.html, (06/07/18) • Explanation o
http://www.englischhilfen.de/en/exercises
phrases throughout the module. •
/tenses/be.htm,
Presents imperative instructions related http://www.saberingles.com.ar/curso/lesso
to the school environment. • n01/06.html
Encourages the practice of cardinal
numbers by means of one of the
following techniques: − Choral
www.conalep.edu.mx
DESARROLLO
Estrategias
Conten
ico ción aprendi
zaje
repetition. − Dictation of numbers in

pairs. − Resolution of exercises related
to numbers. − Writing with letter of the
dictated numbers. − Auditory
discrimination of exercises related to
numbers.
Presents a simple present of the verb to
be under the specific context of
personal presentations emphasizing
first practice of the first and second
person of the plural to practice later
third of the singular. For additional
explanation of the topic, refer to any of
the following pages:
http://www.slideshare.net/bucarosam/e
xplanation-verb-to-be
www.conalep.edu.mx
DESARROLLO
Estrategias
Conten
ico ción aprendi
zaje
http://grammar.ccc.commnet.edu/gram
mar/to_be.htm • Provide written
practice exercises verifying the use of
the present simple of the verb to be or
be. • Guide the creation of vocabulary
list and creation of simple sentences
referring to months of the year and days
of the week. • Encourages the use of
vocabulary related to requesting and
issuing information. • Presents
vocabulary referring to countries and
nationalities by means of flags, visual
support or practice exercises. To
download resources from countries and
nationalities go to the following link:
http://www.michellehenry.fr/pays.htm,
www.conalep.edu.mx
DESARROLLO
Estrategias
Conten
ico ción aprendi
zaje
http://www.esltower.com/VOCABSHE
ETS/countries/countries.html • Presents
types of possession by means of
possessive pronouns, the use of
apostrophe and s ('s or s') as well as the
verb to have in the first and second
person of the plural, as well as in third
persons of the singular. By means of
additional resources of the assigned
material, library material or in any of
the following pages:
http://www.englishlanguageterminolog
y.org/parts-of-speech/possessive-
nouns.htm http://www.wisc-
online.com/Objects/ViewObject.aspx?
ID=wcn1601
www.conalep.edu.mx
DESARROLLO
Estrategias
Conten
ico ción aprendi
zaje
http://www.k12reader.com/possessive-
nouns/
www.conalep.edu.mx
CIERRE
Estrategias
Contenid
o Ambiente
Específi Evaluaci de
co ón aprendiza
je
El docente: El alumno: Dialogu Aula, Explanation of possession in

http://grammar.ccc.commnet.edu/grammar/ • Do the activity number 4 e in casa English. Available in:
possessives.htm • Encourages oral or written “Making questions”, An english http://www.grammarbook.com/p
practice in small groups in order to express architect builds... • Do the in an unctuat ion/apostro.asp
lexical-related possession of family ties. Ex. activity number 5 online (06/07/18)
She's my aunt. Maria is my cousin's mother. “Making questions”, A blog http://www.eslcafe.com/gramma
I have two cousins. She has two names and survey to know about r/showi ng_possession01.html
their names are Marylou and Roxy. • people’s occupations. • (06/07/18) • Simple presente,
Encourages the oral practice of short Make a grammar summary gramática inglesa. Available in:
answers and contractions of the auxiliaries of third-party presentation https://www.ef.com.mx/recursos
of the verb to be or to be in both affirmative expressions. − Request aprender-ingles/gramaticaingles
and negative. • Encourages the resolution cuts or photographs of a/simple-present/, (06/07/18) •
and verification of specific exercises of the family members to make a Grammar lessons. The simple
pedagogical guide. • Strengthens the presentation practicing the present tense. Available in:
development of the following transversal conversation of greetings, https://www.myenglishpages.co
competences: • Express ideas and concepts initial questions, family m/site_ php_files/grammar-
in situations of daily life according to the ties, questions and short lesson-simplepresent.php,
www.conalep.edu.mx
CIERRE
Estrategias
Contenid
o Ambiente
co ón aprendiza
je
communicative context. • Applies answers, dividing the (06/07/18) • Verb Forms and
communicative strategies of formal and group into small groups. • Verb Tenses. Available in:
informal registration applicable in contexts Do the activity number 6 http://www.eslcafe.com/gramma
and situations of daily life. • Communicates “How many people are r/verb_
in English in situations of social interaction there in your family? forms_and_tenses04.html,
of daily life according to the communicative What do they do? What do (06/07/18)
contexts in which he/she is. • Practice oral they usually have for
and written enunciation within different breakfast?”, My family! •
work groups with a constructive and Do the activity number 7
consistent attitude. • Dialogue and learn “How many people are
from information regarding people with there in your family?
different points of view and cultural What do they do? What do
traditions. they usually have for
breakfast?”, Families!, de
esta guía. • Do the activity
number 8 “How many
people are there in your
family? What do they do?
What do they usually have
www.conalep.edu.mx
CIERRE
Estrategias
Contenid
o Ambiente
co ón aprendiza
je
for breakfast?”, She’s my

aunt! • Make grammatical
summary of different ways
of expressing possession
in English. • Do
possession activities on
the following page:
http://www.grammar-
quizzes.com/agr_possessiv
es.html • Perform the
evaluation activity 1.2.1.
www.conalep.edu.mx
2.1 Locates places and objects in her/his immediate

environment using prepositions of place.
|00
2.2 Writes simple texts where objets are compared using Número minutes
Propósito de aprendizaje 1/24 Duración:
information technology to research a topic de sesión
2.3 Describes places of interest and gives instructions to get to

a place.
Aprendizaj Students describe their bedrooms by using Producto Presentation with the plan of her/his home
indefinite articles and vocabulary related to esperado/Evidencia A video with people asking and giving
furniture.  Students talk about things that can be directions to get to a place
found in their bedrooms by using three sentences
with there is and three others using there are. In
the sentences they also make use of adjectives,
colors, and prepositions of place to say where
things are.  Students use the structures there is
not and there are not to talk about things that
cannot be found in their classroom.
With help of the family tree they created before,
students write ten yes/no questions by using
present simple to know about the other students'
www.conalep.edu.mx
relatives.  By using present simple, students

write five affirmative sentences and five negative
sentences.  Students work in teams to use verb
to be in present simple and adjectives to describe
three gadgets.  Students write four sentences
(two comparative sentences in negative form and
two superlative sentences) that help them to
explain which of the three gadgets described is
the one that best adapts to their needs.
Students read a tourist guide of a city and
recognize the most important places to ask
information about them  Students use
prepositions of movement to express how to get
to some places.  Students use there is and there
are to talk about public spaces.  Students use
indefinite articles.  Students use questions and
directions to get to different public spaces. 
Students use vocabulary about the name of
different places.  Students use Wh questions to
ask for directions on how to get to a place. 
Students write, perform and tape a sketch in
which they ask for the existence of eight
different public venues and get directions to
www.conalep.edu.mx
arrive to three of those places.
Modalidad de
Presencial ( X) Virtual ( ) Híbrido ( ) En línea ( ) A distancia ( )
aprendizaje
APERTURA
Estrategias
Contenido Recursos y materiales
Específico Ambiente de didácticos
aprendizaje
Location of El docente: El alumno: 1.2.1 Writes a Aula, casa • Alphabet, numbers and
objects, places and It is recommended to • Research place dialogue in days of the week.
people of a house. approach the module prepositions on the English and Available in:
 Questions to considering the didactic web. • Make sentences uploads it in an http://arukard.wordpress.c
establish location  structure of the sessions, indicating the place of online blog. om/2008/04/
Where’s…?  for this the teacher: • the generic objects of a 06/abecedario-numeros-
Where are…?  Start with the framing of house • Create list of dias-de-lasemana-en-
Vocabulary related the module or session, vocabulary in columns ingles-escritura-
to generic objects defining the learning under the following ypronunciacion/
inside a house.  activities to be achieved, scheme: − First column: (06/07/18) • Numbers 1 to
Vocabulary related the learning products to generic objects of a 1000. Available in:
to place phrases be achieved and the house in singular − http://www.saberingles.co
www.conalep.edu.mx
APERTURA
Estrategias
aprendizaje
and prepositions.  group commitments of Second column: generic m.ar/lists/nu mbers.html

In  On  Under  permanent observance objects of a house in (06/07/18) • Vocabulary of
Above  Inside  such as punctual singular in plural. − objects in a house:
Next to  Beside  attendance, active Third column: Available in:
Vocabulary related participation, compliance Prepositions of place − http://www.saberingles.co
to physical spaces with the activities and Fourth column: m.ar/lists/iho use.html
of a house.  evaluation of learning. • sentence with example (06/07/18) • Vocabulary of
Collocations Develop the sessions of use • Perform oral objects in a house.
related to rooms. incorporating techniques and written practice to Available in:
that favor the exchange locate objects in images http://www.theenglishvoca
Expression of and communication, as of houses − Form bulary.com/v
existence and well as collaborative groups of four or six ocabulary.php?
possession of learning and constant students. − Describe lang=3&topic=117
objects.  Use of motivation that addresses location of objects in a (06/07/18)
linguistic structure topics of interest to the house aloud. − Do
to indicate students. • Incorporates collaborative work,
existence  There strategies for the review and correct in
is/ isn’t  There development of activity group. − Write a letter
are/ aren’t  Use of sheets of the Construye T describing the places
possessives  Program in accordance and objects of a house,
Possessive with the contents. • The as an invitation. • Do
www.conalep.edu.mx
APERTURA
Estrategias
aprendizaje
pronouns.  ‘s or s’ session ends with the the activity number 9 “I

 Use of defined recapitulation and have a TV in front of
and indefinite reflection of the my bed”, there is... • Do
articles  a/ an  application of the learned the activity number 10
the  content. Communication “I have a TV in front of
Differentiation of in English requires the my bed”, Are there
singular and plural development of listening, any...? • Make a
nouns  speaking, reading and summary of the
Vocabulary related writing skills in the grammatical
to the school foreign language, explanation of there is
context considering the and there are • Make a
interaction in different list of vocabulary of
social contexts, the parts of the house and
achievement of generic objects within
competences, established it. • Students talk about
in the module and things that can be found
specifically in this unit, it in their bedrooms.using
is recommended to the there is, there are,
teacher the following: • adjectives, colors and
Mark the time of prepositions of place to
completion of exercises
www.conalep.edu.mx
APERTURA
Estrategias
aprendizaje
in this guide and the say where things are.

material assigned
according to the number
of students, the level of
performance, the time
that each group takes to
resolve the activity in
consideration of the
results of the monitoring
and the assigned task. •
Promotes the practice of
vocabulary activities of
the assigned material
under one of the
following strategies: −
Revise previous
vocabulary: activate
previous knowledge of
students' vocabulary
through brainstorming,
acetate or through
www.conalep.edu.mx
APERTURA
Estrategias
aprendizaje
illustrations. − Presents
vocabulary: through
images, translation,
choral repetition and / or
explanation in English or
Spanish depending on the
skills of the group. −
Practice vocabulary: let
students present to the
group, in small groups or
in pairs from the
vocabulary to the class
per learning module. •
Promote oral practice
under conversation
models that suggest
controlled or free practice
before exposing the
student to the whole
group, finally the
intention is for the
www.conalep.edu.mx
APERTURA
Estrategias
aprendizaje
student to acquire the

language to communicate
in the first instance: −
Guide the practice under
the controlled model of
the following scheme: o
Previous: the students
discuss the conversation
illustration of the
assigned material and
discuss who they think
the speakers are, where
the conversation takes
place, the kind of
vocabulary they expect to
hear, etc. o Introduce the
model and verify that all
students understand the
situation and vocabulary
(the grammar is
presented in an inductive
www.conalep.edu.mx
APERTURA
Estrategias
aprendizaje
way, so an explicit
explanation of the
grammar point is not
suggested unless, at the
discretion of the
facilitator, it is
considered necessary for
understanding) o The
student repeats each line
of the choral
conversation or
individually o The
student practices the
model in pairs. o Practice
different conversations
based on the model, but
changing the vocabulary
that respects the idea and
the context
www.conalep.edu.mx
DESARROLLO
Estrategias
Ambien Recursos y materiales

Contenido Específico
Evalua te de didácticos
ción aprendi
zaje
Expression of personal El docente: El alumno: 1.2.1 Aula, • Vocabulary related with

appreciation related to Students use the structure Writes casa the bathroom. Available in:
activities and objects.  there is not and there are a http://www.theenglishvocab
Use of present simple.  Direct choral reading using one dialog ulary.com/v ocabulary.php?
of the following strategies: − not to talk about things that
Plural  Singular  Rules cannot be found in their ue in lang=3&topic=119
One person reads a fragment of Englis (06/07/18) • Vocabulary
of use of verbs in present classroom. • Classify
the text and the others follow it. h and related with the bedroom.
 Use of auxiliary verb objects using defined and
Pedagogical and evaluation upload Available in:
for present simple in indefinite articles. •
guide of the module Inicial s it in http://www.theenglishvocab
affirmative and negative Perform comprehension
Interaction in English ININ-03 an ulary.com/v ocabulary.php?
form.  Do  Does  15/62 − The whole group reads reading as well as the
Don’t  Doesn’t  exercises in the following online lang=3&topic=120
together at the same time. − The blog. (06/07/18) • Vocabulary
Vocabulary related to group is divided into two or page:
preferences, tastes and http://englishzone.com/inde related with the kitchen.
more small groups, which must Available in:
interests.  Use of repeat aloud an assigned x.php?ID=38. • Describe in
pairs, the house and the http://www.theenglishvocab
collocations related with fragment of the text. − Each
objects in it; as well as ulary.com/v ocabulary.php?
emotions and feelings. B. person should read a fragment of
personal and family lang=3&topic=123
Description of routines  the text aloud and in order. − A
memberships. • Do the (06/07/18) • Various
Use of frequency fragment of the text is read by exercises and maps to give
www.conalep.edu.mx
DESARROLLO
Estrategias

ción aprendi
zaje
adverbs.  Always  different people of the assigned activity number 11 “I have and receive instructions.
Usually  Frequently  group or volunteers. • Presents a TV in front of my bed”, In Available in:
Often  Sometimes  vocabulary related to generic my house there are... • http://www.eslflow.com/cit
Rarely  Hardly ever objects of a house using one of Make a summary of the ycountryfollo
the following techniques: − explanation of grammatical wingdirections.html
Use of prepositions of Images. − Realia − rules of the use of the (06/07/18)
time.  By  On  At  Complementation exercises. − present simple, and present.
In  Use of verbs to Vocabulary exercises − Union of − Present simple using
express personal image-text. − Brainstorming − personal pronouns in
activities.  Do  Make Context − Creating sentences • singular and plural. −
C. Description of Guide the student to obtain the Affirmative and negative
similarities and/or grammatical, lexical, written, form of auxiliar verb of
differences between two reading or oral skills using present simple. • Make
people or objects.  Use resources of the assigned sentences about
of comparisons.  material, extra library material or preferences, tastes and
Regular and irregular lesson plans ready to download interests, as well as
adjectives  Adverbs  available in any of the following emotions and feelings,
Use of possession.  pages: using present simple in
Possessive pronouns  http://esl.about.com/od/englishsp affirmative and negative
www.conalep.edu.mx
DESARROLLO
Estrategias

ción aprendi
zaje
Possessive adjectives  anish/a/curso_basico_de_ingles. form. − Make a table with

Use of demonstrative htm, 30 activities related to
pronouns.  Use of http://www.usingenglish.com/tea preferences, tastes and
regular and irregular chers/lesson-plans/ or interests and assign an
qualifying adjectives.  http://iteslj.org/Lessons/ • Make "emoticon" to express the
Vocabulary related to explicit grammatical emotion or feeling that they
electronic devices. D. explanations and complementary generate
Description of to the assigned material only
superlative qualities of when deemed necessary or the
objects.  Use of students express doubts about it
superlative adjectives  or their written work or extra
Use of gradation adverbs individual activities so refer. •
 Very  Really  Presents the grammatical aspects
as inference and checks that the
Completelly  Extremely
student makes a summary in
 Overly  Especially
English or Spanish with their
own words to verify or correct
the use of that aspect. • Make
dictation of numbers in English
www.conalep.edu.mx
DESARROLLO
Estrategias

ción aprendi
zaje
from 100 to 1000 using one of

the following techniques: −
Dictation in loud voice − Broken
phone. − Teams doing the
writing on the blackboard −
Semi-group dictation of different
numbers for self-correction and
correction in pairs • Encourages
the written practice of
circulating numbers to verify the
use of hyphens between numbers
and the article and. For correct
writing of numbers in English
and extra activities verify infor
www.conalep.edu.mx
DESARROLLO
Estrategias

ción aprendi
zaje
www.conalep.edu.mx
CIERRE
Estrategias
Contenido
aprendizaje
Information El docente: El alumno:1.2.1 Writes a Aula, casa • Comparative and superlative

request for • Create dialogue in reading exercises. Available in:
location of places. English and http://www.inglesmundial.com/Int
 Formal and • Presents examples in dialogues to
uploads it in an ermedi o/Leccion14/Lectura.html
context of defined and exchange
informal phrases online blog. • Prepositions of place. Available
to request indefinite articles with location, in:
information.  generic objects of a house. • distance and https://www.cursoingles.com/apre
How do I get Apply diagnostic evaluation time nder/cursos/nivelbasico/prepositio
and, if necessary, another information ns/prepositions-ofplace,
to…?  What’s
evaluation. Quizzes available using one or (06/07/18) • Perfect English
the best way
on the following page: more of the Grammar. Available in:
to…?  following
http://www.grammar- https://www.perfect-
Where’s…?  quizzes.com/articlesum.html strategies: −
Excuse me, could Dialogue in englishgrammar.com, (06
• Encourages the creation of
you tell me the maps and personal material pairs − Word
way to…?  How for the practice of selection and
can I get…?  instructions to get complementati
Questions to get somewhere. • Presents on −
distance and time lexicon and symbology Repetition of
the dialogue in
www.conalep.edu.mx
CIERRE
Estrategias
Contenido
aprendizaje
to get to a place. according to sale spaces and a loud voice. •

 How long..?  places of entertainment in a Make list of
How far…?  simulated map. • Guide the vocabulary
Vocabulary and practice of oral instructions related to
symbology for location of physical distance and
according to spaces. • Presents the rule of time. • Do the
services and the imperative and guides the activity
places of written practice of sentences number 16
recreation.  to give instructions and to How can I get
Collocations of locate physical spaces. • to the church?
distance and time. Check the list of songs that Which phrase?
B. Giving can be used to teach • Research of
instructions to grammatical aspects in the prepositions of
locate physical following link place and
spaces.  Phrases http://www.youtube.com/wat direction to
to indicate ch?v=33qbMCuJ5XI give directions.
direction  Go http://www.youtube.com/wat • Investigate
straight on…  ch?v=Nfjl7rIB3Yo and vocabulary
Go straight until develop some of the related to
following activities: means of
you come to… 
transport. • Do
www.conalep.edu.mx
CIERRE
Estrategias
Contenido
aprendizaje
− Cut fragments − Word the activity

complementation − number 17
Turn back/ Go
Underlining grammatical How can I get
back  Go along structure in the letter − to the church?
 Cross  Take Creation of images with Directions •
the specific grammatical Do the activity
first/second/third/ structure number 18
fourth road on the How can I get
left/ right  It’s to the church?
on the left  It’s Keep walking •
on the right  Perform the
Continue to  the activity of
Keep evaluation
walking/driving 2.3.1
until you see.
www.conalep.edu.mx

Planeacion Didactica Inglés 1

Cargado por

Información del documento

Derechos de autor

Formatos disponibles

Compartir este documento

Compartir o incrustar documentos

Opciones para compartir

¿Le pareció útil este documento?

¿Este contenido es inapropiado?

Copyright:

Formatos disponibles

Planeacion Didactica Inglés 1

Cargado por

Copyright:

Formatos disponibles

Secretaría Académica

Dirección de Formación Académica

Número de sesión 1/3 Duración: 2 hrs / 10 hrs

 Retomar literalmente del programa de estudios en cuestión, lo establecido en el mismo para:

FORMATO DE PLANEACIÓN DIDÁCTICA

The students will use the elements of language to

Competencia del módulo Disciplinar X Profesional Semestre First

rights of all people, and rejects all forms of

present simple as well as

The student is self-conscious and determined,

1.1 Exchange personal information in basic conversations Número de 100

are you from? How old are you? and How

please?  What and the group notebook. •

constant use. • Practice

. Requesting and number 1 Hi,

El docente: El alumno: 1.2.1 Aula, http://

repetition. − Dictation of numbers in

El docente: El alumno: Dialogu Aula, Explanation of possession in

for breakfast?”, She’s my

2.1 Locates places and objects in her/his immediate

2.3 Describes places of interest and gives instructions to get to

relatives.  By using present simple, students

arrive to three of those places.

and prepositions.  group commitments of Second column: generic m.ar/lists/nu mbers.html

pronouns.  ‘s or s’ session ends with the the activity number 9 “I

in this guide and the say where things are.

student to acquire the

Ambien Recursos y materiales

Expression of personal El docente: El alumno: 1.2.1 Aula, • Vocabulary related with

Ambien Recursos y materiales

Ambien Recursos y materiales

Possessive adjectives  anish/a/curso_basico_de_ingles. form. − Make a table with

Ambien Recursos y materiales

from 100 to 1000 using one of

Ambien Recursos y materiales

Information El docente: El alumno:1.2.1 Writes a Aula, casa • Comparative and superlative

to get to a place. according to sale spaces and a loud voice. •

− Cut fragments − Word the activity

También podría gustarte