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 ESTUDIOS TECNOLÓGICOS INDUSTRIAL Y DE SERVICIOS No. 75
Nombre del Plantel “Leona Vicario”

Instrumento de registro de la Planeación Didáctica

Institución: UEMSTIS Plantel: CBTis 76 C.C.T 17DCT003E

Docente (s) 26 08 2016
que elaboró Mtro. Daniel Delgadillo Bonfiglio Fecha de
el elaboración: Día Mes Año
instrumento:
Período de la
Asignatura o submódulo: Semestre: Carrera: 26/08/2019 al 20/09/2019
aplicación:
Identificación

INGLÉS V V TODAS Duración en Horas 20

Campo disciplinar de la asignatura
Comunicación
Transversalidad con otras asignaturas
The basic disciplinary competence of communication is related to the student`s ability to
communicate effectively in Spanish and in a second language in different contexts, using distinct
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 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
TIC’S

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 LANGUAGE AND COMMUNICATION
The students express themselves clearly in English in oral and written form. They identify the main
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.

SOCIOEMOTIONAL SKILLS AND LIFE PROJECT

The student is aware of them and determined; he/she develops healthy interpersonal relationships,
self-regulates, can face adversity and act with efficiency and recognizes the necessity asking for
support. They can build a living project with personal goals. They establish goals and seek to take
advantage of their options and resources. They make decisions that give him/her current comfort,
opportunities, and he/she knows how to deal with future risks.
Ámbitos del perfil de egreso en el que contribuye
la asignatura COLLABORATION AND TEAMWORK
The student works in teams in a constructive way and applies a participative and responsible
leadership, he/she proposes alternatives to act and solve problems. The student assumes a
constructive attitude.

DIGITAL SKILLS
The students use the Information and Communication Technologies in an ethic and responsible way
to investigate, to solve problems, to generate materials, and to express ideas. They take advantage
of these technologies to develop ideas and innovations.

Propósito formativo de la Students can read, understand, write, summarize and scheme information presented in different types of English written text
related to social, economic, scientific and technological progress. Que el estudiante lea, comprenda, redacte, resuma y
Intenciones Formativas

asignatura esquematice la información presentada en distintos tipos de textos escritos en inglés, en relación a los avances sociales,
económicos, científicos y tecnológicos de la humanidad.
Ejes disciplinarios Reading, writing, speaking and listening.
Aprendizajes clave de la

Reading, writing and oral production as learning sources and abilities practice.
asignatura

Componente The importance of reading to writing production

The importance of reading to writing in base an argument
The importance of language and grammar role in it
Contenido central Instructive text
The text as resource information and new ideas

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 • Identify and interpret the general idea and meaning of a text in a foreign language using background knowledge and context
• Identify, order and interpret explicit and implicit information in a text in context
• Communicate properly in various contexts
Aprendizaje esperado • Develop ideas and solutions to problems using established cognitive processes
• Discuss and analyze points of view on topics of general interest in a critical and reflexive way
• Prevent and solve problems
• Use different sources of information to make assumptions about natural and cultural phenomena
The teacher imparts the curriculum and with it the relevant disciplinary skills and teaching-learning activities that allow students to
develop the four language skills in English. It provides content areas, types of activities, materials, products and by-products, as
Proceso de aprendizaje well as a specification of the instruments and criteria for continuous assessment through which students will observe their levels of
achievement in learning English.
Instructive texts
Contenidos específicos Kitchen Recipes
Logical connectors
Habilidades
socioemocionales (HSE) a Toma responsable de decisiones
desarrollar
3. Elige y practica estilos de vida saludables.
 Toma decisiones a partir de la valoración de las consecuencias de distintos hábitos de consumo y conductas de riesgo.
4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y
herramientas apropiados.
 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y
los objetivos que persigue.
Competencias Genéricas  Se comunica en una segunda lengua en situaciones cotidianas.
y atributos 5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.
 Sigue instrucciones y procedimientos de manera reflexiva, comprendiendo cómo cada uno de sus pasos contribuye al
alcance de un objetivo.
 Ordena información de acuerdo a categorías, jerarquías y relaciones.
6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de
manera crítica y reflexiva.
Estructura ideas y argumentos de manera clara, coherente y sintética.
1. Identifica, ordena e interpreta las ideas, datos y conceptos explícitos e implícitos en un texto, considerando el contexto en el
que se generó y en el que se recibe.
2. Evalúa un texto mediante la comparación de su contenido con el de otros, en función de sus conocimientos previos y nuevos.
10. Identifica e interpreta la idea general y posible desarrollo de un mensaje oral o escrito en una segunda lengua, recurriendo a
Competencias conocimientos previos, elementos no verbales y contexto cultural.
Disciplinares

3
 Competencias
profesionales N/A

Actividades de aprendizaje
Actividad del Docente Recursos utilizados Duración
Starter Ask students to read only the title and headings of the article and, without reading Book Skill Set V
the text in detail, see the table. Ask for ideas about the usefulness of predicting the CD room
content of a text (connect the text with previous knowledge). Explain that when making Pc and projector (if available) 30 min
predictions, they use information from the text (titles, headings, photos and graphics) Board and markers
along with their personal knowledge to anticipate the content.
Plataforma Macmillan Education
L1 Ask students to check the corresponding boxes below the text. Explain that, in order to Everywhere (MEE2)
do the activity, it is not necessary to read the entire text. Review group responses. Once
students have reviewed their answers, ask if the structure and components of the text  Portfolio Worksheets
help to recognize what kind of text it is (instructive) [instructive] and its purpose. 20 min
(Teacher’s Resource Center)
Apertura

L2 Ask students to say what the text is about (how to dye a shirt). Explain that they will
read the text in search of specific information. Read the information they should find (1 to
6) and challenge students to see who finds it first. Remind them that they should not read 30 min
every word. Give time for the activity and confirm responses. Invite those who finish first
to share the answers with the class.

L3 Ask what they think it means to lead a healthy lifestyle: do exercise, eat lots of
vegetables, go to the doctor (exercise, eat lots of vegetables, go to the doctor). Write the
ideas on blackboard. Divide the class into groups of four and read the questions aloud.
Verify that students understand the questions and solve doubts. Encourage students to 20 min
comment on the questions in their groups. After a few minutes, invite volunteers from
different groups to present their opinions and points of view.

L4 Form couples. Ask them to see the map and complete the code with the names of the
missing places. Point to the icons and have the group say what place they represent.

4
Invite students to look at the key again and say if there are such places in their 20 min
neighborhoods or not. Point out that library is a false cognate and does not mean "library."
The word for bookstore is bookstore.

L5 Write Story (instructions) and Instructions (instructions) on the board. Ask for the
difference between those two types of text. For example: stories entertain and instructions
teach, or stories are divided into paragraphs and instructions in steps. Bring students' 30 min
attention to the text and ask them to say what type of text it is and why.

Producto de
Actividad del estudiante Duración aprendizaje Tipo de evaluación Ponderación
esperado
Plataforma
Macmillan
Education
Everywhere (MEE2)
 Portfolio
Worksheets
(Teacher’s Diagnóstica
Recognize an instructive text. 20 min Resource
Center) Autoevaluación
Comment on the questions in groups 20 min Págs. 24
Actividades
Answer the questions 30 min principales Coevaluación
30%
(imprimibles) del
Recognize the difference between Story and 20 min CD-ROM Heteroevaluación
Instructions Actividades
adicionales Exámenes de bloque y semestral
(imprimibles) del (Teacher’s Resource Center)
CD-ROM

Ejercicios del
cuaderno

Páginas de
Workbook:

5
 Pág. 18
Pág. 19
Pág. 20
Pág. 21
Pág. 22

Pág. 23 (Actividad
Skill Set)
Pág. 24 (Review
and Self
Assessment)

Evidencias para
portafolio
electrónico y apoyo
para la clase
invertida (Flipped
Classroom y
materiales para
actividades
adicionales en CD-
ROM y Teacher’s
Resource Center)

Actividades de aprendizaje
Actividad del Docente Recursos utilizados Duración
Starter Divide the class into four groups to play memory. Have each group write five 20 min
questions about the text of Activity 2. What was one of the earliest inventions? (The Book Skill Set V
Desarrollo

wheel.) [What was one of the first inventions? (The wheel.)] Supervise the activity, helping CD room
when necessary and check that the questions are written correctly. Once they have Pc and projector (if available)
finished, ask the groups to exchange questions. Ask the groups to answer the questions Board and markers
in writing with the books closed. Set a time limit. Once the time is up, ask the teams to
exchange questions again and check that the answers are correct. Plataforma Macmillan Education
Everywhere (MEE2)
L1 Call the students' attention to the lesson title: Molecular Gastronomy (molecular
gastronomy). Ask them if they have ever heard the term. Explain that molecular  Portfolio Worksheets

6
gastronomy involves finding new fun ways to prepare food. Ask students to read the
recipe on page 8 and close their books. Put the students in groups and ask them to write
30 min
a summary version of the steps to follow to prepare the carbonated fruit. Explain that they
should only write sentences in the imperative form. Invite groups to share their
instructions with the class.

L2 Write the four modal verbs of the "Language" (language or grammar) section on the
board and tell the students that they will receive some clues to be able to make sentences
with modal verbs affirmatively or negatively. Write a sentence that expresses uncertainty
about an incident, for example: She could leave tomorrow (She could leave tomorrow) or 20 min
They could come here today (They could come here today). Give one or two minutes for
students to write some sentences. Do the same with the other modal verbs, giving clues
about their use.

L3 Divide the class into groups of four and ask them to talk about their lifestyle. Remind
them that they can talk about meals (meals), favorite foods (favorite foods), physical
activity (physical activity), sports (sports) and other daily habits, whether good or bad. (Teacher’s Resource Center)
Show an example to help identify your ideas. Supervise the activity, walk around the room
30 min
and listen to what the students say. Write common mistakes on the board to review later
with the students. Preferably, do not correct them while they speak.

L4 Show students the “Directions” vocabulary poster (directions to a place) found in the
Teacher’s Resource Center. Ask to be seen for a few seconds. Remove it and request
that students write all the places in the city they remember. Give a minute to perform the
activity. At the end of time, show them the vocabulary poster again so they can check how
many places they included in their list. Ask for other places that are not included in the
poster. 30 min

L5 Have students quickly review the text and say what type of text it is: instructions to
make something. Ask how they know it without reading it: because of the structure of the
text: materials, numbered steps, and images (for the structure of the text: materials,
numbered steps and images). Ask if they think that crafts seem hard to do or not, and
how can they know before reading: because of the images. Ask students to read the text
in detail and mark all the connectors they find. Remind them to use a dictionary for
unknown words. Check answers in pairs before reviewing in group. 20 min

Actividad del estudiante Duración Producto de Tipo de evaluación Ponderación

7
 aprendizaje
esperado
Plataforma
Macmillan
Education
Everywhere (MEE2)
 Portfolio
Worksheets
(Teacher’s
Resource
Center)

Actividades
principales
20 min (imprimibles) del
Answer the questions Diagnóstica
CD-ROM
20 min Actividades
Write sentences in the imperative form adicionales Autoevaluación
(imprimibles) del Págs. 24
30 min
write a summary of a text CD-ROM
Coevaluación 30%
20 min
Write a sentence using modal verbs Ejercicios del
cuaderno Heteroevaluación
20 min
Identify all the connectors they find in a text
Páginas de Exámenes de bloque y semestral
Workbook: (Teacher’s Resource Center)
Pág. 18
Pág. 19
Pág. 20
Pág. 21
Pág. 22

Pág. 23 (Actividad
Skill Set)
Pág. 24 (Review
and Self
Assessment)

Evidencias para

8
 portafolio
electrónico y apoyo
para la clase
invertida (Flipped
Classroom y
materiales para
actividades
adicionales en CD-
ROM y Teacher’s
Resource Center)

Actividades de aprendizaje
Actividades del Docente Recursos utilizados Duración
Starter Explain that every time we have to organize data and information in a certain order Book Skill Set V
(in this case, a series of inventions based on their importance to society), we make use of CD room
our critical thinking ability. Students will work individually and number the inventions from Pc and projector (if available) 20 min
1 (most important) to 10 (least important). Form groups and encourage them to discuss Board and markers
their options. Find out the two or three inventions that had a majority of votes.
Plataforma Macmillan Education
L1 Direct the attention of the students to the generic competition and ask that the lean. Everywhere (MEE2)
Invite the groups to present their recipes. Explain to students that when they target an
audience, pronunciation, intonation and pauses are important for us to understand. Point  Portfolio Worksheets
out that visual aids, such as photographs and drawings, are useful resources to help (Teacher’s Resource Center)
Cierre

convey the meaning of what we are explaining. Encourage students to feel safe when 30 min
standing in front of the public and speak loudly and clearly, so that they can maintain
attention and interest throughout the presentation. Say they should be prepared to answer
questions. Invite the class to ask questions when something is not clear or when they
want to know more.

L2 Divide the class into groups of five. Explain that each student will share their
instructions with the rest of the group. Invite each group member to think about whether it
corresponds to the recipe following the instructions. Ask them to vote and give the 20 min
reasons for their vote.

L3 Direct the attention of the students to the generic competition and ask them to read it.
Ask how they get information about healthy habits: from their parents, on the Internet, 30 min

9
from doctors, etc. (from their parents, on the Internet, from doctors, etc.). Point out the
importance of obtaining this information to modify our habits if they are not healthy. 20 min
Explain that they should be responsible for their health and make changes in their lifestyle
if necessary. Ask students to write sentences about the things they do to stay healthy. Tell
them that they can check the text again for ideas. Give time for them to write. Supervise
the activity and help with vocabulary if necessary. Invite some volunteers to share their
texts with the class.

L4 Direct the attention of students to generic competition and that lean. Put the students
in pairs and ask them to look at the map. Explain that they will write a dialogue similar to
those who have read and heard about asking and giving directions to get somewhere. To 20 min
say that the first step is to decide a starting point and a destination on the map. Record
students using the dialogues they have seen as a model. Supervise the activity, tour the
room and provide help if necessary.

L5 Explain to the students that they are going to write in their notebook the instructions to
do something they already know how to do. Ask them to use connectors like those seen
in the previous texts. Supervise the activity, tour the room and provide help. Organize
students in pairs to exchange notebooks. Ask them to read their partner's instructions 30 min
carefully and correct spelling, grammar or sequence errors.

10
 Producto de
Actividad del estudiante Duración aprendizaje Tipo de evaluación Ponderación
esperado
Plataforma
Macmillan
Education
Everywhere (MEE2)
 Portfolio
Worksheets
(Teacher’s
Resource
Center)
Diagnóstica
Actividades
Answer the questions principales
20 min
(imprimibles) del Autoevaluación
Write a simple text. CD-ROM Págs. 24
30 min
Actividades
Write a dialogue adicionales Coevaluación
20 min 40%
(imprimibles) del
Share their texts with the class. CD-ROM Heteroevaluación
10 min
Write in their notebook the instructions to do Ejercicios del Exámenes de bloque y semestral
50 min
something they already know how to do cuaderno (Teacher’s Resource Center)

Páginas de
Workbook:
Pág. 18
Pág. 19
Pág. 20
Pág. 21
Pág. 22

Pág. 23 (Actividad
Skill Set)

11
 Pág. 24 (Review
and Self
Assessment)

Evidencias para
portafolio
electrónico y apoyo
para la clase
invertida (Flipped
Classroom y
materiales para
actividades
adicionales en CD-
ROM y Teacher’s
Resource Center)

Recursos por utilizar

Materiales Equipo

Student´s Book

Teacher´s Edition

CD-ROM (Student´s CD)

Class Audio CD Computer

Audio Player
Teacher’s Resource Center (Plataforma Macmillan Education Everywhere) Video projector
 Portfolio Worksheets speakers
 Vocabulary Posters
 Grammar Posters
 Exams

Presentation Kit (libro proyectable con audios, videos, respuestas y posters)

Referencias
Bibliográficas Internet; otras fuentes

12
SKILL SET 5 STUDENT´S BOOK, TEACHER’S EDITION, TEACHER’S
RESOURCE CENTER en Plataforma Macmillan Education Everywhere
(MEE2).

1 ACUERDO número 442 de la Secretaría de Educación Pública (SEP), por el

que se establece el Sistema Nacional de Bachillerato en un marco de diversidad.
Publicado en el Diario Oficial de la Federación (DOF) el 26 de septiembre de http://curso-gratis-ingles.euroresidentes.com/
2008.

2 ACUERDO Número 653 de la SEP por el que se establece el Plan de Estudios https://www.curso-ingles.com/
del Bachillerato Tecnológico, publicado en el DOF el 4 de septiembre de 2012. https://whatsup.es/

3 ACUERDO número 656 de la SEP, por el que se reforma y adiciona el Acuerdo https://englishlive.ef.com/en-us/
número 444 por el que se establecen las competencias que constituyen el marco
curricular común del Sistema Nacional de Bachillerato, y se adiciona el diverso
número 486 por el que se establecen las competencias disciplinares extendidas https://www.spanishdict.com/
del bachillerato general. Publicado en el DOF el 20 de noviembre de 2012.

4 ACUERDO número 444 de la SEP, por el que se establecen las competencias

que constituyen el marco curricular común del Sistema Nacional de Bachillerato.
Publicado en el DOF el 21 de octubre de 2008.

Validación
Elaborado por: Recibido por: Avalado por:

Mtro. Daniel Delgadillo Bonfiglio Lic. Rosa Isela Covarrubias Pinzón Mtro. Emmanuel Figueroa Vargas

13
Nombre y firma del docente Nombre y firma de la autoridad Nombre y firma del presidente de academia
correspondiente correspondiente

14