Planeación Didáctica Initial Interaction in English

FORMATO DE PLANEACIÓN DIDÁCTICA
Modelo Académico 2018

Periodo Escolar 1.2324
DATOS GENERALES
Nombre del plantel Zitácuaro Mich. Nombre del docente María Eugenia Roldán Muñoz
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
Productive communication in
Nombre del módulo Propósito del módulo simple and direct exchange of information of their
English
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 THIRD
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
Número y nombre de
1-.Exchange personal information Students exchange personal information about
la unidad de Propósito de la unidad
about herself/himself and others. themselves and others.
aprendizaje
The student listens, interprets, and

communicates messages relevant to The student communicates in a second language in
Competencia Genérica Atributos
different contexts by using everyday situations.
appropriate means, codes and tools.
Exchange personal information in

Resultado de Actividad de This learning outcome is evaluated
basic conversations using Duración 6h
aprendizaje evaluación with the activity
vocabulary and specific structures
Número y
Dimensión Lesson 1 Who am I Duración
nombre
Socioemocional/Habilidad Dimension Know yourself HSE data sheets. and what do I 20
de la (en minutos)
Socioemocional value?
lección
DATOS ESPECÍFICOS
Students will exchange personal information in basic conversations Número de

Propósito de aprendizaje 1/6 Duración 6 hrs.
using specific vocabulary and structures sesión
Producto Students write and upload to an online blog a short

Aprendizaje
Students activate previous knowledge esperado/Evidencia a dialogue in which they use greetings and the questions
esperado
recopilar What's your name? Where are you from?
Modalidad de
Presencial ( X ) Virtual ( ) Híbrido ( ) En línea ( ) A distancia ( )
aprendizaje
APERTURA
Estrategias
Contenido Recursos y
Específico Ambiente de materiales didácticos
Enseñanza Aprendizaje Evaluación
aprendizaje
. Basic concepts: El docente: El alumno: Type: FormativeForm: Classroom module studies

NAME. Heteroevaluation.Instrument:
General purpose of the .• Blackboard
Teaching control list (Ethical Code)
CLUSTER module, competencies to
Treats the welcome and • Markers.
be acquired, and the Type: Diagnosis Form:
APERTURA
Estrategias
aprendizaje
WHERE ARE YOU personal introduction, details of aspects on the Heteroevaluation. Instrument: • Notebook,
FROM? coordinating the student transversality between Teaching control list
presentation.- modules.- Attends to the
TO BE
teaching indication on •Ballpoint
Presents and performs a
PERSONAL the activities of the
general framework of the
PRONOUNS CONSTRUYE-T
module, revealing its
program, of the pen.Technological
POSSESSIVE general purpose, skills to
CHOOSE-T dimension.-
PRONOUNS be acquired, detailing
Expresses their
aspects of the Type: DiagnosisForm:
OBJECTIVE expectations about the
transversality between Heteroevaluation.Instrument:
PRONOUNS module.- Participates in
modules. Teaching control list.
the elaboration of the
- Indicates that activities ethical code, work rules :• Computer
of the CONSTRUYE-T and evaluation method.-
program, dimension Attends to the teaching
CHOOSE-T, will be description •PowerPoint
carried out during the
semester. - Invites the
group to express their Software
expectations about the
module. - Invites and
motivates the student to
participate in the
elaboration of the code of * Instructions about how to start a • Internet
blog, how to make a
APERTURA
Estrategias
aprendizaje
ethics, work rules and Videoconference or how to use an

way of evaluate. electronic device.
Describes unit 1, topics,
learning outcomes, skills
to be acquired and
activities to be carried
out to develop it.-
Applies written
diagnostic test of basic
concepts
DESARROLLO
Estrategias
Recursos y materiales
Contenido Específico
Ambiente de didácticos
aprendizaje
1.1 Exchange of oral and El docente: El alumno: This learning outcome Classroom Llanas, Á & Libby W.
written information for the is evaluated with the (2012) Communicate
initial interaction. coordinates brainstorming activity in English 3,
about the concepts and Participate in group semester, Student’s
Questions and short answers. orally exchanges brainstorming that leads to Book. México,
May I come in? information, shows and define the concepts and Macmillan.
events contextualizing orally exchange
How do you say? them with contributions information with
Can you repeat please? from the Group contributions from the
Group
What does X mean? *Leaves
How do you spell? Reactivation of previous
knowle Students use the *Markers
Spelling words.
affirmative form of verb to
*using photographs be in present simple as *Projector
Identification of the alphabet
it will use the present well as personal pronouns
and colors.
simple and continuous to provide their own *cardboards
A.-Identification of new words to collect information information in written Writes a dialogue in
by context. form. *book
English and uploads it
Questions and answers to give Students use some verbs in in an online blog.
and get personal information. *c.d.
Using cards, the student present simple to talk
- What is your name? presents routines and work about their daily activities *blackboard
in pairs will have to and other people's routines.
- Where are you from?
present the simple text
DESARROLLO
Estrategias
aprendizaje
- How old are you? *work in pairs *cards with *tarjetas de verbos
text *CD *posters *work
- How do you spell?
in groups. *notebook
1.2 Requesting and giving
personal information, oral and
*tarjetas con
written.
redacción
Personal presentation phrases
Llanas, Á & Libby W.
 Use of the present simple of (2012) Communicate
the verb to be in the first, in English 3,
second and third person singular semester, Teacher’s
Book. México,
Vocabulary related to
Macmillan
temporality of dates, months of
the year, days of the week and
adverbs of frequency.
https://learnenglish.
Vocabulary related to the britishcouncil
country of origin and
nationality, including its
cognates.
Dos Santos, M.
B. Description of family and (2010).Smart Goals I,
personal ties. Enfoque por
competencias,
Personal information request México, McGraw-Hill
questions.
DESARROLLO
Estrategias
aprendizaje
Phrases and expressions of

presentation by third parties.
Vocabulary related to family
relationships.
Use of possessive adjectives
and the verb to have.
Occupational vocabulary.
CIERRE
Estrategias
Recursos y
Ambiente de materiales didácticos
aprendizaje
Participate individually or in a El docente: El alumno: classroom Notes, notes and

group of feedback of the verb to exercises in a
receives instructions from the
be and of the present simbre
CIERRE
Estrategias
Recursos y
Ambiente de materiales didácticos
aprendizaje
will give instructions dynamics the potato burns Heteroevaluation.

on the dynamics of the Instrument: Teaching control notebook.
potato burns list • Written diagnostic
constionanado to his exams.
students
• Module syllabus.
through the dynamics of the
potato is burned • Blackboard
• Markers
.• Notebook,
• Ballpoint pen
The student locates specific objects and locations in their Número

Propósito de aprendizaje 1/18 Duración: 18hrs.
environment. de sesión
Aprendizaje Locates places and objects in her/his immediate Students talk about things that can be found in
Producto
esperado environment using prepositions of place their bedrooms by using three sentences with
esperado/Evidencia a
there is and three others using there are. In the
sentences they also make use of adjectives,
recopilar colors, and prepositions of place to say where
things are.
Modalidad de
Presencial ( x ) Virtual ( ) Híbrido ( ) En línea ( ) A distancia ( )
aprendizaje
APERTURA
Estrategias
aprendizaje
Students design a survey to El docente: El alumno: Type: FormativeForm: classroom Notes, notes and
obtain information about a Heteroevaluation.Instrument: exercises in notebook.
Reminds the student tends the reminder of the
person's occupation by asking Teaching control list.Type:
of the purpose of purpose of the topic, • Written diagnostic
about his/her name, age, and
the topic, competencies and way of exams.
objects that the interviewed
competencies and evaluating.- Responds to
individual uses at work. FormativeForm: • Module syllabus.
way of evaluating. - the roll call and
Heteroevaluation.Instrument:
Students use the affirmative Roll call and participates in the • Blackboard
Teaching control list
form of verb to be in present recapitulation guide recapitulation of the
• Markers.
simple as well as personal of the previous previous class.- Attends
pronouns to provide their own class. - Induces the and participates in the • Notebook,
information in written form. group towards data teaching description on
APERTURA
Estrategias
aprendizaje
tudents understand the use of collection communication

verb to be in present simple in techniques: interaction techniques
affirmative form and personal and routines in English
pronouns to describe people.
•Ballpoint
Students use vocabulary pen.Technological:
related to family members.
• Computer
Students use some verbs in
present simple to talk about •PowerPoint Software
their daily activities and other • Internet.
people's routines. Students use
frequency adverbs to
emphasize how often their
activities are performed.
DESARROLLO
Estrategias
Recursos y
Contenido Específico materiales
Ambiente de
Enseñanza Aprendizaje Evaluación didácticos
aprendizaje
El docente: El alumno: This learning outcome Classroom Flores, P.& Urquijo

2.1 Location of objects,
is evaluated with the K. (2010) English 1.
places and people of a Describe in English Individual reading practice
activity México, Grupo
house. important events of your
Editorial Patria
Questions to establish life, likely to happen in the
location future, taking the present as * Dictation and
Where’s…? reference in which the comparison with the text
Where are…? following is included: Makes a plan of her/his
Vocabulary related to home, using a Power
- Simple present Llanas, Á& Libby W.
generic objects inside a * Auditory texts for Point presentation in
(2009) Oxygen
house. individual practic English, describing
Student’s Book 1 for
Vocabulary related to location, existence of
DGB. México,
place phrases and objects and physical
Macmillan
prepositions. spaces.
In, On,Under,Above
Inside, Next to,
Beside
Llanas, Á& Libby W.
(2009) Trends 1.
physical spaces of a
México, Macmillan
house. Makes a video Thomlinson, J. &
 Collocations related portraying people Waring R. (2011).
to rooms asking about the Sequences 1. México,
It uses the socialization existence for places and Heinle Cengage
strategy centered on group ask for directions to get Learning
B. Expression of The students are interested
activities and proposes to
DESARROLLO
Estrategias
Recursos y
Ambiente de
aprendizaje
existence and
them: Socialize the in knowing the different to those places.
possession of objects.
importance of knowing a ways of greeting each other
Use of linguistic
language, introducing in English to identify with
structure to indicate
oneself and being able to say other people.
existence
hello in it. Assigns them to *Leaves
There is/ isn’t
listen to a monologue
There are/ aren’t
reproduced by the teacher to Classroom
Use of possessives
reconstruct positive, *Markers
Possessive pronouns.
negative and interrogative
‘s or s’
sentences with the verb to
Use of defined and
be, nationalities and some *Projector
indefinite articles
qualifying adjectives.
a/ an
the Differentiation of
singular and plural
nouns
the school context
will ask students to write : https://www.
four sentences (two Makes a video madridteacher
2.2 Expression of
portraying .com/Grammar/
personal appreciation comparative sentences in pasado-continuo.htm
related to activities and negative form people asking about the
objects. Students write, perform
Use of present simple. and two superlative clauses) and tape a sketch existence for places and
Plural that help ask
in which they ask for the
DESARROLLO
Estrategias
Recursos y
Ambiente de
aprendizaje
Singular
explain which of the three existence of for directions to get to
Rules of use of verbs in
those
present gadgets described is the one eight different public
Use of auxiliary verb that best venues and get places.
for present simple in
adapts to your needs. directions to arrive to three
affirmative and Classroom
of those
negative form.
 Do places.
 Does
 Don’t
 Doesn’t
preferences, tastes and
interests.
Use of collocations
related with emotions
and feelings. Students read a tourist
guide of a city and  cardstock
B. Description of cards
recognize the most
routines
important places to
 Use of
frequency ask information about them  pencil
adverbs.
 Always
DESARROLLO
Estrategias
Recursos y
Ambiente de
aprendizaje
 Usually
 markers
 Frequently
 Often Classroom
 Sometimes
 Rarely  notebook
 Hardly ever
2.3 Information request  audio

for location of places.
 Formal and Students write about the
informal daily routine of
phrases to
two more members of  videos
request Students describe their
information. the family, using verbs
bedrooms by
 How do I get Writes a dialogue in
and adverbs of
to…? using indefinite articles English
frequency correctly
 What’s the and vocabulary
and uploads it in an
best way to…? related to furniture. online
 Where’s…?
Excuse me, could you blog
tell me the way to…?
How can I get…?
Questions to get
distance and time to get Students use the structures
DESARROLLO
Estrategias
Recursos y
Ambiente de
aprendizaje
there is not
to a place. and there are not to talk Classroom
How long..? How about things that
far…?
cannot be found in their
classroom.
CIERRE
Estrategias
Recursos y
Ambiente de
aprendizaje
The teacher will show El docente: El alumno: Ask the students to clasrroom Audio
the students an audio in mention, in English,
The teacher will replay the Students will mention the
which a some phrases to
dialogue and ask the difficulties they
introduce themselves
presentation dialogue students to encountered in
or some of their
and conversation.
CIERRE
Estrategias
Recursos y
Ambiente de
aprendizaje
indicate: identify the requested classmates

information, for example,
Dialogue Theme
the intonation, rhythm or
Purpose of the dialogue speed with which the
Relationship between the interlocutors speak.
people who listen to each
other.
The teacher will also ask

the students to express
how they were able to
identify the points listed
above, which will allow
the students to express key
sentences.
CIERRE
Estrategias
Recursos y
Ambiente de
aprendizaje

Planeación Didáctica Initial Interaction in English

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Planeación Didáctica Initial Interaction in English

Cargado por

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Formatos disponibles

FORMATO DE PLANEACIÓN DIDÁCTICA

Modelo Académico 2018

The students will use the elements of language to

Competencia del módulo Disciplinar X Profesional Semestre THIRD

The student listens, interprets, and

Exchange personal information in

Students will exchange personal information in basic conversations Número de

Producto Students write and upload to an online blog a short

. Basic concepts: El docente: El alumno: Type: FormativeForm: Classroom module studies

ethics, work rules and Videoconference or how to use an

Phrases and expressions of

Participate individually or in a El docente: El alumno: classroom Notes, notes and

will give instructions dynamics the potato burns Heteroevaluation.

The student locates specific objects and locations in their Número

tudents understand the use of collection communication

El docente: El alumno: This learning outcome Classroom Flores, P.& Urquijo

2.3 Information request  audio

indicate: identify the requested classmates

The teacher will also ask

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