SECRETARÍA DE EDUCACIÓN PÚBLICA

SUBS ECR ETA RÍ A DE EDUC ACI Ó N M EDI A SUPERI O R

UNIDAD DE EDUCACIÓN MEDIA SUPERIOR TECNOLÓGICA INDUSTRIAL Y DE SERVICIOS
CENTRO DE BACHILLERATO TECNOLÓGICO, industrial y de servicios No. 43
Nombre del Plantel “Gral. Macario Gaxiola Urías”

SEC. DID. 1/3

Instrumento de registro de la Planeación Didáctica

I
d Institución: UEMSTIS Plantel: CBTis 43 C.C.T. 25DCT0203L
e
n Docente (s) CARMEN LIZETH ROSAS RENTERÍA, BLAYDE ABIGAIL LIMÓN CARO, 28 06 2019
t Fecha de
que elaboró el ANNA LAURA LUGO VALDEZ, SARA LOURDES ESCALANTE
i elaboración: Día Mes Año
instrumento: ALMADA
f
i Período de la Del 26 de agosto al 27
Asignatura o submódulo: Semestre: Carrera:
c aplicación: de septiembre de 2019.
a
c INGLÉS 1 I Módulo Básico Duración en Horas 15
i The basic disciplinary competence of communication is related to the student`s ability to
Campo disciplinar de la asignatura
ó communicate effectively in Spanish and in a second language in different contexts, using distinct
n means and instruments. The learners who have developed this competence can read critically,
communicate and support their own ideas in an effective way with clear speaking and writing. In
addition to these, they will use the information and communication technologies with a critical thinking
COMUNICACIÓN for different purposes.The competence of communication leads to analyze the nature of the language
and as a tool for logical thinking.

Propósito formativo del campo disciplinar

Transversalidad con otras asignaturas In the New Educational Model, the classification of the academic contents of the English subject have

CBTis 43 Sec. Did. 1/3 Inglés I Semestre: Agosto 2019 – Enero 2020 Horas 15 P.A. del 26 de agosto al 27 de septiembre de 2019
 a significant importance considering not only the comprehension processes and the key learning
points of the disciplinary fields, but the language skills of listening, reading, writing and speaking. The
Socio-Emotional skills to the Common Curricular Framework in the New Educational Model for the
Technological High School are part of the design of the course plan.

The attributes expressed of the expected learning outcomes that allow an integral vision of two
aspects:

Multidisciplinary: For all the subjects.

Interdisciplinary: That includes some of the subjects.

Specifically, the reading and writing competency should be applied to the needs of other subjects, for
example, when they are learning about language structures in the subject of LEOyE they can
transfer their acquired knowledge of parts of speech and language construction in English to Spanish.

Horizontal: It refers to the reactivation of learnings from the subjects of the same semester.
Reading, and Oral Written Expression, The use of parts of speech (noun, adjective, pronouns,
articles, verb, adverbs, preposition, and conjunction) in specific texts

Vertical: Logics. Portrayed in argumentations That students have Identified throughout their learning
process

Tema Transversal Reading, and Oral Written Comunication, Logic, Information and Communication Technologies.
Macroconcepto Comunication

Ámbitos del perfil de egreso en el que
contribuye la asignatura
Learning a second language is essential in a globalized world. Currently, personal and
impersonal communication in any country refers to elements of English such as words,
phrases, literature, informative or scientific texts; this interaction allows breaking the
communication barriers between people.
English as a foreign language will allow students to insert themselves in different educational
and work environments that will improve their quality of life, so this syllabus offers an overview
of the English I course at High School level considering the following aspects:
1. Prior knowledge in A1 English level according to the Common European Framework.
2. The general performance expectations stated by the level A2 of the Common
European Framework.
3. A special focus on writing and reading skills to enhance metacognitive abilities
4. The amount of time available to comply the objectives

CBTis 43 Sec. Did. 1/3 Inglés I Semestre: Agosto 2019 – Enero 2020 Horas 15 P.A. del 26 de agosto al 27 de septiembre de 2019
 The English I syllabus is designed to help students develop the four language skills (Reading,
writing, speaking and listening), based in topics stated by the level A1 of the Common
European Framework.
According to the new Educational Model, the level A1 goals have been divided to be part of the
English I course for the students to reactivate previous knowledge and obtain what they need
in order to express themselves using different elements of grammar, vocabulary, and specific
contents that will help them communicate in different situations.
The structural content will help teachers to develop the expected learning of the English level
A1 program. To achieve this goal it is necessary to systematize teacher planning. This
document contains the relevant information to achieve the objectives for the new Educational
Model of High School.

CBTis 43 Sec. Did. 1/3 Inglés I Semestre: Agosto 2019 – Enero 2020 Horas 15 P.A. del 26 de agosto al 27 de septiembre de 2019
 I At the end of the first semester, the students will use the elements of language to express the activities they are doing
n Propósito formativo de la now, in the past, and to share or request personal information from other people with simple phrases and tasks that
t require a simple and direct exchange of information of their environment and immediate needs. In addition, they will
e asignatura continue practicing the language skills to achieve an efficient interaction with students and to promote the
n collaborative work with others
c
i Verb BE, Personal pronouns, Possessive adjectives, Possessive case, People and nationalities, Simple
Microconcepto Present (affirmative, negative and interrogative / Wh-questions, a/an/the, Professions and Occupations,
o
n Demonstratives, Introducing people, Descriptive adjectives/describing people/ family members.
e LANGUAGE AND COMMUNICATION
Apr The students express themselves clearly in English in oral and written form. They identify the main
s
end ideas in a text or in an oral speech, and infers conclusions from them, the students get and recognize
information and communicate efficiently. They communicate themselves fluently and naturally.
F izaj Ejes disciplinarios Students will communicate, interact, and collaborate with others (transverse axis for all subjects from
o es Communication and Social Sciences as disciplinary fields Technology, information, communication and
r cla learning.
m ve Providing reasonable opinions from the point of making a text
a de Reading, writing, speaking and listening.
t Communication and interpersonal relationships.
la Componente
i Integration of learning communities
asi Contextualization of learning communities through students' interests and academic experiences
v
a gna
s tur COLLABORATION AND TEAMWORK
Contenido central
a
Collaborative work in classroom as a basis for the integration of the learning community

Aprendizaje esperado
Students write and upload to an online blog a short dialogue in which they use greetings and the questions What's
your name? Where are you from? How old are you? and How do you spell…? In order for them to get to know other
individuals.
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 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

CBTis 43 Sec. Did. 1/3 Inglés I Semestre: Agosto 2019 – Enero 2020 Horas 15 P.A. del 26 de agosto al 27 de septiembre de 2019
 people.
Students use vocabulary related to family members. Students use possessive adjectives to talk about their
relationship with family members. Students draw a family tree and include basic information about themselves and
two relatives (name, age, occupation, and physical appearance).
In the New Educational Model, the classification of the academic contents of the English subject have a significant
importance considering not only the comprehension processes and the key learning points of the disciplinary fields,
Proceso de aprendizaje but the language skills of listening, reading, writing and speaking. The Socio-Emotional skills to the Common
Curricular Framework in the New Educational Model for the Technological High School are part of the design of the
course plan.

Hi, What's up! I want to know about you.

Making questions. How many people are there in your family? What do they do? What do they usually
Contenidos específicos
have for breakfast?

Habilidades SOCIOEMOTIONAL SKILLS AND LIFE PROJECT

socioemocionales (HSE) a
desarrollar
Competencias Genéricas
y atributos
Aspect: CONOCE T
General ability: Self-knowledge
Self-control
4.- Listen to, interprets, and produce meangniful communication in diverse contexts through appropriate use of
semiotic codes, means, and tools.
4.4 Communicates in a second language in everyday situations.

11. Communicates in another language through logical, oral or written discourse, congruent with communicative
context.
Competencias
Disciplinares

Competencias
profesionales No Aplica

CBTis 43 Sec. Did. 1/3 Inglés I Semestre: Agosto 2019 – Enero 2020 Horas 15 P.A. del 26 de agosto al 27 de septiembre de 2019
 Actividades de aprendizaje Apertura
Apertura

Actividad del Docente Recursos utilizados Duración

Class Scope :
Teacher introduces her-himself, welcomes students and asks them their expectations and needs, about strengths and weaknesses. T gives
information about important dates (beginning and end of the course, exams, parents meetings) course objectives, evaluation and assessment
criteria. Gives a class representative copies of the lesson plan. Teacher and students set and agree on behavioral expectations, classroom and
students norms and regulations as well as on work methodology.
 Teacher gives students a diagnostic test
 Teacher introduces classroom languages and commands. (imperatives)
Test
 Teacher provides examples of vocabulary that are to be used during this sequence and ask
students to add to the lists and create a Pictionary( countries and nationalities, family, Board and markers
Software Access 1
occupations, descriptive adjectives, numbers, age.)
 T explains the use of a/an/the Teacher and Student book
1.5 Hrs.
 Teacher asks ss to name family their family members and in whole class session. T shows Internet
them how to draw a family tree. Platforms:
www.edmodo.com
www.ego4u.com

Library. Bilingual dictionary.

Producto de aprendizaje
Actividad del estudiante Duración Tipo de evaluación Ponderación
esperado
• Students activate previous knowledge. 2 hrs 2%
Diagnostic Assessment

 Students take notes and practice with Students use and Coevaluation
classmates understand classroom
commands
¨* Students look for vocabulary and create a

CBTis 43 Sec. Did. 1/3 Inglés I Semestre: Agosto 2019 – Enero 2020 Horas 15 P.A. del 26 de agosto al 27 de septiembre de 2019
 Hetero evaluation
Students learn vocabulary
Pictionary set for the vocabulary they will use.

Actividades de aprendizaje Desarrollo

Desarrollo

Actividad del Docente Recursos utilizados Duración

 Teacher provides models introducing yourself, presenting subject pronouns and the verb
be. T provides exercises to practice the verb be in affirmative, interrogative and negative Board Markers, Images
forms. Flashcards
 Teacher introduces subject pronouns, the verb be.Teacher provides examples.
 Teacher instructs students to take notes and use the new vocabulary to introduce
themselves.
Library, Dictionary
 Teacher models the use of the verb be in present simple, in its interrogative form to get
information from others.
 Teacher asks students to take notes and to answer written exercises to practice structure.
 Teacher instructs students to write a dialogue individually where they include question form
of the verb be. Teacher and Student´s book 2 Hrs,
• T models the use of demonstratives (this/that/these/those) to introduce other people
and identify objects Audio, Teacher CD
• T asks students to look for adjectives for describing people.
• T introduces possessive adjectives, provides examples and worksheets to practice.
Asks them to do exercises on edmodo.com
• T takes SS to the English lab watch a series of videos and listen to audios add to the Platforms:
students’ listening skills. www.edmodo.com
www.ego4u.com
REINFORCEMENT ACTIVITIES: Online exercises.
The students makes grammar notes and uses the Edmodo, and ego4u platforms to practice Library. Bilingual dictionary.
oral and written exercises that appear in it
Producto de aprendizaje
Actividad del estudiante Duración Tipo de evaluación Ponderación
esperado
 Students look for vocabulary and create a 6.5 Hrs. Formative Assessment 28 %

CBTis 43 Sec. Did. 1/3 Inglés I Semestre: Agosto 2019 – Enero 2020 Horas 15 P.A. del 26 de agosto al 27 de septiembre de 2019
 Students use and
understand classroom
commands¨

Pictionary set for the vocabulary they will use. Vocabulary Pictionary
 Students use and personalize acquired
vocabulary Notes coevaluation
 Students take notes –commands/imperatives-
List of questions to ask or Match sheet
and practice with classmates
 Students take notes of the VERB BE and write personal information
their personalized examples Answered worksheets and
 Students answer exercises of the verb to be in book.
present simple, in its interrogative form to get
information from other. Written dialogue uploaded
 Students write a short dialogue in which they in an online blog in which
use greetings and the questions What's your they use greetings and the
name? Where are you from? How old are you? questions What's your
and How do you spell…? in order for them to get name? Where are you
to know from? How old are you?
and How do you spell…? Coevaluation
REINFORCEMENT ACTIVITIES: Online exercises. in order for them to get to
The students makes grammar notes and uses the
Edmodo, easyenglish, perfectenglish, ego4u Self-evaluation
platforms to practice oral and written exercises that Use of digital Plarforms:
appear in it. www.edmodo.com
www.ego4u.com
www.perfectenglish.com
www.easyenglish.com

CBTis 43 Sec. Did. 1/3 Inglés I Semestre: Agosto 2019 – Enero 2020 Horas 15 P.A. del 26 de agosto al 27 de septiembre de 2019
 Actividades de aprendizaje Cierre
Actividades del Docente Recursos utilizados Duración

 Teachers ask students to use their family Pictionary in order to remember the vocabulary. Board, Markers
 Teacher ask students to bring photos of their relatives and gives instructions on how to Flashcards
write a short paragraph describing their family and providing their personal information.
 T asks students to design a poster with family portraits to present it to classmates
Library. Bilingual dictionary 1 Hrs.
 T asks Ss to answer the exercises on edmodo.com

 The teacher applies the construye-t card

Construye-t card
 Teacher applies first term exam

Producto de aprendizaje
Actividad del estudiante Duración Tipo de evaluación Ponderación
Cierre

esperado
 Written description of
themselves and their
families Formative Assessment
 Students bring photos and write a paragraphing  Poster with pictures
describing their relatives to their classmates. of their family
 Students design a poster and give a  Screen shot of on line
presentation describing their family exercises Summative Asessment
 Students access edmodo, go to the provided  A power point 70%
links, answers exercises , take screenshots and 2 hrs presentation depicting
upload the on edmodo. a family tree providing
 Teacher give instructions on how to create a students description Coevaluation
PowerPoint presentation of a “family photo and the descriptions
album” of their families
 Screenshot of on line
exercises Hetero evaluation
 Answered test

CBTis 43 Sec. Did. 1/3 Inglés I Semestre: Agosto 2019 – Enero 2020 Horas 15 P.A. del 26 de agosto al 27 de septiembre de 2019
 Recursos por utilizar

Materiales Equipo

Board, markers, biligual dictionary, notebook, pencil, eraser, colors

Textbook Horizons 1, Cambridge University Press Computadora, Proyector y audio.

Referencias

Bibliográficas Internet; otras fuentes

Plataformas: www.ego4u.com www.perfectenglish.com www.

easyenglish.com www.edmodo.com
SEP SYLLABUS BASIC COMPONENT COMMON CURRICULAR
FRAMEWORK OF HIGHER SECONDARY EDUCATION. Discipline Software: Access 1 y 2.
Communication.Technology High -school. ENGLISH 1.
Clave 322205-17DE.

Habilidades Socioemocionales del programa Construye-T.

Validación
Elaborado por: Recibido por: Avalado por:

Carmen Lizeth Rosas Rentería Wendy Flores Castro María Elisa Romero Angulo
Anna Laura Lugo Valdez
Blayde Abigail Limón Caro
Beatríz Adelina Apodaca Cossío
Nombre y firma del presidente de academia
Sara Lourdes Escalante Aldama Nombre y firma de la autoridad
de Inglés.
Nombre y firma del docente del Departamento de Servicios Docentes

CBTis 43 Sec. Did. 1/3 Inglés I Semestre: Agosto 2019 – Enero 2020 Horas 15 P.A. del 26 de agosto al 27 de septiembre de 2019
CBTis 43 Sec. Did. 1/3 Inglés I Semestre: Agosto 2019 – Enero 2020 Horas 15 P.A. del 26 de agosto al 27 de septiembre de 2019