Inglés

Índice
Presentación
Justificación
Propósito del Módulo
Tabla de Ponderación
Desarrollo
Unidades y Resultados de Aprendizaje del Contenido del

Programa de Estudios
Notas de Aprendizaje
Materiales y Recursos Pedagógicos
Ejercicios y Actividades
Rúbrica o Criterios de Evaluación
Actividad de Evaluación
Fuentes de Consulta
Glosario
Manual de Conocimientos Esenciales 1

Presentación
(Director Estatal)

Justificación
(Introducción al Módulo)

Propósito del Módulo
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 phrases and tasks that require a simple and direct exchange of information of
their environment and immediate needs. In addition, they will continue practicing the
language skills to achieve an efficient interaction with students and to promote the
collaborative work with others.

Tabla de Ponderación
ACTIVIDAD % Peso
% Peso % Peso
UNIDAD RESULTADO DE APRENDIZAJE DE Acumula
Especifico Logrado
EVALUACIÓN do
1. Exchange 1.1. Exchange personal information in
personal basic conversations using vocabulary
information and specific structures.
1.2.1 30
about 1.2. Writes basic texts that include
herself/himse information about occupations and
lf and others daily routines.
% PESO PARA LA UNIDAD 30
2. Location of 2.1. Writes basic texts that include
objects and information about occupations and
specific daily routines
locations in 2.2. Writes simples texts where 2.2.1 30
her/his objects are compared using
environment. information technology to research a
topic.
2.3. Describes places of interest and
gives instruction to get to a place. 2.3.1 40
% PESO PARA LA UNIDAD 70
PESO TOTAL DEL MODULO 100

Desarrollo
Unidades y Resultados de Aprendizaje del
Contenido del Programa de Estudios
Topic: 1. Exchange personal information about herself/himself and others
Competences: 4.1 The student expresses ideas and concepts through linguistic,
mathematical, or graphic representations.
4.2 The student applies different communication strategies according
to his/her peers, the context in which he/she is located and the
objectives he/she is chasing.
4.4 The student communicates in a second language in everyday
situations.
4.5 The student uses information and communication technologies to
obtain information and express ideas.
7.3 The student articulates knowledge from various fields and
establishes relationships between them and his/her daily life.
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 rights of all people and rejects
all forms of discrimination.
Objective: For students to ask and exchange personal information.
1.1 Exchange personal information in basic conversations using
vocabulary and specific structures.
Topic: Greetings
Reading Comprehension
Instructions: Read the following text and answer the questions.
How people greet each other around the world
All over the world, people greet each other in different ways. Some cultures can be
very similar, but each culture is special.
In Tibet, it is polite to stick your tongue out when greeting others.

In Japan, it is respectful to bow when greeting someone. A bow is when you bend
your body forward and point your face to the ground. Other countries which bow in
greeting are Sri Lanka and Korea.
In New Zealand, among the Maori people, people can greet each other by pressing
their foreheads and noses together. People in Greenland are also known to do this
type of greeting, which they call an “Eskimo Kiss”.
In France, it is polite to kiss friends on the cheek.
In Kenya, the Maasai tribe greet each other by seeing who can jump the highest.
In Thailand, people greet each other in a manner called the “wai”. They place their
palms together at their chest and bow their head so that their thumbs touch their chin,
and their fingertips touch their forehead. Other countries which use their hands in
greeting are India, Malaysia, Hong Kong, and America.
(ESL printables, 2017)
*Nota: Las preguntas se deben de responder en inglés.
1. How many countries were mentioned in the text?
____________________________________________________________________
2. Which greeting do you think is the weirdest and why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
3. Which greeting do you like best and why?
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Writing
Instructions: Imagine that someone has asked you to describe how people greet in
México. Write at least two sentences.
Listening Comprehension
Instructions: Listen carefully and fill in the blanks.

A: _____! My name's _____. What's your name?
B: I'm _____.
A: Are you a new _______?
B: Yes, I am. I'm from _______. Where are you from?
A: I'm from _______.
B: Nice to meet you.
A: Nice to meet you too.
(Castrejón, 2020)
1. What was the audio about?
____________________________________________________________________
____________________________________________________________________
*Nota: El audio los puedes escuchar en:
https://www.passporttoenglish.com/Beginning-English/Lesson1/Listening.html debajo
de la imagen dice “Listen to the dialogue”, ahí deben de dar clic para reproducir el
audio. Para los que no tenga como reproducir el audio en el anexo 1 pueden
encontrar la transcripción.
Speaking
Instructions: The teacher will assign you a letter (A or B). Read the prompt and use
your imagination to act out the situation.
Roleplay
A: You are at the park and see a friend of yours. Approach them and greet them.
B: A friend of yours greets you. Greet them back and ask them a question.
Topic: Personal information
Instructions: Listen to the conversation and answer the following questions.
1. What is the girl’s name?
2. What’ is her surname?
3. What class is she in?
4. What is the card for?
(British Council, s.f.)
https://learnenglishteens.britishcouncil.org/skills/listening/beginner-a1-listening/library-

giving-personal-information. Para los que no tenga como reproducir el audio en el
anexo 2 pueden encontrar la transcripción.
Instructions: Read the following text and complete the chart with the information
provided.
Personal information
I am Alex. I am 10 years old. I am from Costa Rica. I live in San José. I am a student.
I am in 5th grade. My school is Rafael Francisco Osejo. I like to use my mobile and I
like to use Instagram and Facebook. I like to eat chicken and fries. I love to play video
games. I like to go to the movies. I have a dog and a hamster. I have a brother and
two sisters.
Name Country City Occupation Apps
Food Sports Pets Hobbies
(iSLCollective, 2019)
Writing
Instructions: Think about a course you would like to sign up for. Fill in the following
registration form with your personal information.
Registration Form
Name:
Date of birth:
Gender:
E-mail:
Phone:
Address:
City: State
Zip code: Country
Course name:
Speaking
Instructions: Create a dialogue between a sectary and a student that would like to
sign up for a course. You may use the registration form as an example to write the

questions. Practice your dialogue aloud.
1.2 Writes basic texts that include information about occupations and
daily routines
Topic: Interviews
Reading comprehension
Instructions: Read the following text.
The Job Interview
Interviewer: So, you've applied for the Saturday position, right?
John: Yes, I have.
Interviewer: Can you tell me what made you reply to our advertisement?
John: Well, I was looking for a part-time job to help me through college. And I think
that I'd be really good at this kind of work.
Interviewer: Do you know exactly what you would be doing as a shop assistant?
John: Well I imagine I would be helping customers, keeping a check on the supplies in
the store, and preparing the shop for business.
Interviewer: That about covers it, you would also be responsible for keeping the front
of the store tidy. What sort of student do you regard yourself as . . . did you enjoy
studying while you were at school?
John: I suppose I'm a reasonable student. I passed all my exams and I enjoy studying
subjects that interest me.
Interviewer: Have you any previous work experience?
John: Yes. I worked part-time at a take-away in the summer holidays.
Interviewer: Now, do you have any questions you'd like to ask me about the position?
John: Yes. Could you tell me what hours I'd have to work?
Interviewer: We open at 9.00, but you would be expected to arrive at 8.30 and we
close at 6.00 pm. You would be able to leave then.
I think I have asked you everything I wanted to. Thank you for coming along to the
interview.

John: Thank you. When will I know if I have been successful?
Interviewer: We'll be making our decision next Monday; we'll give you a call.
Instructions: Base on the text answer the following statements by ticking true or
false.
True False
1. John has left high school.
2. John will start the job on Monday.
3. The job is in a shop.
4. The job is full time.
5. He wouldn't have to deal with customers.
6. John would start work at 9.00.
7. John failed some of his exams.
(Learn English Network, s.f.)
Speaking
Instructions: Work with a classmate to create a job interview for a sales clerk
position. One will be the interviewer, and the other one the interviewee.
Example of what a salesclerk does:
- Greeting customers as they enter the store
- Working at the point-of-sale counter to process transactions
- Assisting customers in locating products by going through the inventory
- Calling other store locations to find items that are not available in the store based
on customer requests
(Indeed, 2020)
Listening comprehension
Instructions: Listen to the dialogue and answer the questions with True or False.
True False
1. He is interviewing for a position of bank manager.
2. He can type 55 words per minute.
3. He is bilingual.
4. He works at a fast-food restaurant.
5. This was a good interview. He will get the job.
(Castrejón, 2020)
https://www.passporttoenglish.com/Intermediate-English/Lesson4/Listening.html

Para los que no tenga como reproducir el audio en el anexo 3 pueden encontrar la
transcripción.
Writing
Instructions: Fill in the following job application form with your personal information.
Job Application Form
Last name: First name:
Date of birth:
Address:
City: State:
Zip code: Country:
Phone: Education:
Work Date:
experience: Place:
Position:
Skills:
Interests:
Topic: Occupations
Instructions: Listen to the sentences. From the box pick the correct job for each
sentence and write it on the line.
travel agent / chef / truck driver / host / bank teller / landscaper / pilot /professor / fire
fighter / police officer / tour guide / therapist / mechanic / manager / server / sales
manager/ software programmer / teacher / accountant / dish washer / telemarketer /
flight attendant / bus driver/ sales associate / ticket agent / secretary / hotel clerk / taxi
driver
1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6.

__________ 7. __________ 8. __________ 9. __________ 10. __________
(Davis, 2020)
*Nota: El audio los puedes escuchar en: https://www.esl-lab.com/basic-english/job-
search-2/. Para los que no tenga como reproducir el audio no es necesario, solo lean
los enunciados y relaciónenlo con una profesión.

Speaking
Instructions: Answer and discuss the questions with someone.
1. What job would you love to have? Why?
2. Is it easy or difficult to find a job? Why?
3. What are some dangerous jobs?
4. At what age should people retire from work? Why?
5. Is it more fun to be a student or to go to work? Why?
(All things topics, 2020)
*Nota: Responde las preguntas en Word o en tu cuaderno. Comparte tus respuestas
con alguien de tu familia o un amigo.
Instructions: Read the ads and decide if each statement is true or false.
True False
1. If you like to work at your home, you can call Speedy
Plumbers.
2. If you like to fix sinks, you can call Bob.
3. You don’t need an interview if you want to become an
astronaut.
4. Ali has a new restaurant.

5. You might have to work with animals at the Space
Agency.
6. The Hollywood movie company is looking for people with
acting experience.
7. You can start work next week at the restaurant.
8. You must go to Sometown, U.S.A. if you want to become
rich.
9. Ali’s Restaurant is located on Main Street.
10. You should call tomorrow if you want to work at Speedy
Plumbers.
Writing
Instructions: Describe your dream job. Write at least 3 sentences.
Topic: Describing people

Reading comprehension
Instructions: Read the following text. Underline the adjectives; words that describe
people and objects.
Maria
My sister’s name is Maria and she is 23 years old and she works in an office. She is
tall and has long, brown, wavy hair and she has green eyes. Maria sometimes wears
red glasses and she often reads books in the library. When she does not read, you
can sometimes find her in the gym. She likes to exercise two or three times a week.
Because she likes to exercise, she is thin, strong, and healthy. She is also a very
funny person and she loves to talk with people and make them laugh, so she has lots
of friends. Maria has a big, friendly smile and I think she is a beautiful person.
Everyone loves her and, of course, I am very happy that she is my older sister!
Instructions: Answer the following questions.
1. How old is Maria?
2. What does Maria do?
3. How many times a week does she exercises?

4. Describe Maria’s hair.
5. Describe Maria’s personality.

Writing
Instructions: Write a paragraph describing yourself. You must include height, hair
(color; long or short; straight, wavy, or curly), age, and facial characteristics.
Instructions: Listen carefully and choose the correct answer.
1. Aurelia is asking about Hannah’s…
a) boyfriend b) brother c) friend
2. Hannah’s brother, Jem, has...
a) long, brown hair b) a girlfriend c) a twin sister
3. Hannah has...
1. one brother b) two brothers c) a brother and a sister
4. Alex and Jem...
a) look different b) look the same c) have the same hair but different eyes
https://learnenglishteens.britishcouncil.org/skills/listening/beginner-a1-listening/
describing-people. Para los que no tenga como reproducir el audio en el anexo 4
pueden encontrar la transcripción.
Speaking
Instructions: Describe the man’s appearance. You may decide the
colors of his clothing, skin, and hair. Practice your text aloud.

(Jing.fm, 2019)
Topic: Family
Instructions: Read the text carefully.
Mary’s family
Mary is ten years old. She is from Dorset. Her hair is long and brown. She has got
brown eyes. She has got a cat and a dog. Their names are Pat and Fluffy. Pat, the
dog has got a small house in the garden. Mary's cat, Fluffy is 3 years old.
Mary's mother is Jane. She is a teacher. She is thirty-six years old. Jane's hair is
blonde, and her eyes are brown. Jane has not got a pet. She has a friend. Her name
is Laura. Jane’s husband is Nick. He is thirty-eight. He is a bus driver. He has got
brown hair and blue eyes. They have got three children Mary, Sean, and Peter.
Sean is six and Peter is twelve years old. The children are pupils. Sean's hair is
blonde, Peter's hair is brown. The boys have got blue eyes. Nick has got a horse. Its
name is Lightning. Nick's friends are bus drivers. They are Tom, Charles, and John.
Peter's pet is a hamster. Its name is Tiny. She is so small. Sean has got a goldfish. Its
name's Goldie. Peter and Sean have got four friends. Peter's friends are James and
Doug. Brian and Adam are Sean's friends. Mary's friends are Maggie and April.
Instructions: Fill in the chart with the suitable information from the text. Write "no" if
the information was not mentioned.
Name Mary
Age 36
Hair Blonde
Eyes
Job Bus driver
Friend(s)
Pet(s) Hamster
Pet’s name
(English exercises, s.f.)
Writing
Instructions: Imagine that you must describe your family to someone who has never

met them before. You must describe their physical appearance and include their
personal information.
*Nota: Haz el escrito en Word o en tu cuaderno.

Speaking
1. Are friends more important than family? What do you think?
2. Are your parents strict?
3. Do you look more like your mother or your father?
4. How did you get your name?
5. What are the occupations of your family members?
(The Internet TESL Journal, 2010)
Listening
Instructions: Listen carefully. Write the correct number for each question.
1. Martha’s mother ___ Who is Carl?
2. Martha’s father ___ Who is Ed?
3. Martha’s nephew ___ Who is Ericka?
4. Martha’s husband ___ Who is Tommy?
5. Martha’s sister ___ Who is Wanda?
6. Martha´s daughter ___ Who is Wilma?
(Castrejón, 2020)
https://www.passporttoenglish.com/Beginning-English/Lesson5/Listening.html debajo
de las instrucciones dice “Listen to the dialogue”, ahí deben de dar clic para
reproducir el audio. Para los que no tenga como reproducir el audio en el anexo 5
Topic: Daily routine
Instructions: Read the text and answer the questions.
Emma’s daily routine
Hi! My name is Emma. I am ten years old and I am English. I live with my family in

Brighton in the south of England.
My day usually starts quite early, I always get up at 7:30 on weekdays, but on the
weekends, I sleep and hour and a half longer. When I get up, I go to the bathroom
first. I wash my face to wake me up, brush my teeth and then I take a shower.
After thar I comb my hair and get dressed. I usually wear casual clothes, mainly jeans,
shorts, T-shirts and trainers. I always have breakfast with my mom and my little
brother, Tommy. My dad never has breakfast with us because he starts work early on
weekdays. I usually have a bowl of cornflakes with hot milk and toast with marmalade.
Before I go to school, I have to walk our dog, Leo.
I usually walk to school because I do not live very far. Classes start at 8:30. I like Math
best, but I am also good at Science and English. I have two breaks, at 11 and at 1
o’clock. I eat a sandwich and drink orange juice. I also play with my classmates in the
playground. School finishes at 3:30 and my dad picks me up and we come back home
by car. Then we have lunch together.
After lunch I play with my brother for a while and then I do my homework and study.
Twice a week I have basketball practice. I love doing sports.
Before dinner I sometimes meet my friends or watch a TV quiz. I seldom play
computer games; I simply find them boring. We have dinner at 7:30 and I often set the
table. After dinner I read a book or surf the Internet for a while.
At 9:30 I go to the bathroom to have a shower, brush my teeth, and put on my night
dress. Before I go to sleep, I listen to music on my MP3 player because it makes me
feel relaxed.
1. How old is Emma?
2. Where does she live?
3. What does she have for breakfast?
4. What time do classes finish?
5. What does she do after dinner?
(Live worksheets, s.f)
Writing
Instructions: Write about your daily routine; from the time you wake up until you go
to sleep.

*Nota: Haz el escrito en Word o en tu cuaderno. Las palabras subrayadas en el texto
de “Emma’s daily routine” les pueden ser de ayuda para describir su propia rutina
diaria.
Listening
Instructions: Listen carefully and answer the questions.
1. What time does the man wake up?
2. What time does he get to work?
3. What does he do with his family around 6:30 p.m.?
4. What do the man and his wife do after the kids go to bed?
(Davis, 2020)
*Nota: El audio los puedes escuchar en: https://www.esl-lab.com/easy/daily-
schedule/. Para los que no tenga como reproducir el audio en el anexo 6 pueden
encontrar la transcripción.
Speaking
1. What time do you get up?
2. What is the first thing you do after you get up?
3. What do you usually have for breakfast?
4. Do you have homework every day?
5. Do you make your own bed?
(English Unite, 2018)
Actividad de evaluación
Instrucciones: Haz un texto similar al de una entrada de blog en inglés en el cual

hables acerca de ti: tu nombre, tu edad, a que te dedicas, etc. Asimismo, habla acerca
de tu rutina diaria de lo que haces desde que te despiertas hasta que te duermes. Por
último, habla acerca de tu familia (padres y hermanos): sus nombres, edades, a que se
dedican y una descripción física de ellos.

*Nota: Revisa las actividades que realizaste el en 1.1 y en 1.2 para que te guíes a la
hora de hacer las oraciones. El escrito lo puedes hacer en Word o en una hoja blanca.
Recuerda que el texto es en inglés.

Nombre Interacción Nombre del
ININ-
Siglema: del inicial en inglés alumno
03
módulo:
Docente Grupo: Fecha:
Evaluador:
Resultado de 1.2. Writes basic texts that Actividad de 1.2.1. Writes a text
aprendizaje: include information about evaluación: similar to a blog entry.
occupations and daily
routines
CRITERIOS
INDICADORES %
Excelente Suficiente Insuficiente
Hace un texto similar al de Hace un texto similar al Hace un texto similar
una entrada de blog en el de una entrada de blog al de una entrada de
cual hable acercar de: en el cual hable acercar blog en el cual hable
 Su información de: acercar de:
personal (nombre,  Su información  Su información
Elementos edad, ocupación, etc.) personal (nombre, personal (nombre,
30  Su rutina diaria. edad, ocupación, edad, ocupación,
discursivos del  Su familia, los datos etc.) etc.)
personales de cada  Su rutina diaria.
texto uno y una descripción
física.
 Hace un texto de  Hace un texto de  Hace un texto de

entre 100-150 entre 60-99 entre 40-59
palabras. palabras. palabras.
 Evita errores  Evita errores  Evita errores
ortográficos. ortográficos. ortográficos.
 Los errores  Los errores  Los errores
gramaticales o de gramaticales o de gramaticales o de
Presentación estructura son estructura son estructura son
30
mínimos. mínimos. mínimos.
del documento
 Presenta oraciones  Presenta oraciones  Presenta
completas. completas. oraciones
 Utiliza la puntuación y  Utiliza la completas.
las mayúsculas puntuación y las  Utiliza la
apropiadamente. mayúsculas puntuación y las
apropiadamente. mayúsculas
apropiadamente.

 Utilizar frases para No cumple con dos de No cumple con tres o
proporcionar datos los aspectos. más de los aspectos.
personales.  Utilizar frases para  Utilizar frases
 Usa el presente proporcionar datos para proporcionar
simple para hablar de personales. datos personales.
sus actividades  Usa el presente  Usa el presente
diarias. simple para hablar simple para hablar
 Utiliza frases simples de sus actividades de sus actividades
para hablar de su diarias. diarias.
Aspectos 30 familia.  Utiliza frases  Utiliza frases
 Usa frases sencillas simples para hablar simples para
gramaticales para hablar de las de su familia. hablar de su
ocupaciones de su  Usa frases familia.
familia. sencillas para  Usa frases
 Cuida la ortografía. hablar de las sencillas para
ocupaciones de su hablar de las
familia. ocupaciones de
 Cuida la ortografía. su familia.
 Cuida la
ortografía.
 Entrega el trabajo No cumple con dos de No cumple con tres o
cuidando los aspectos los aspectos. más de los aspectos.
de orden y diseño
específico.  Entrega el trabajo  Entrega el trabajo
 Muestra organización cuidando los cuidando los
y responsabilidad a la aspectos de orden aspectos de orden
hora de entregar el y diseño específico. y diseño
trabajo.  Muestra específico.
Actitud  Demuestra organización y  Muestra
perseverancia para responsabilidad a organización y
aprovechar los la hora de entregar responsabilidad a
errores marcados en el trabajo. la hora de
actividades anteriores  Demuestra entregar el
10 para mejorar su perseverancia para trabajo.
trabajo. aprovechar los  Demuestra
 Pone en práctica sus errores marcados perseverancia
habilidades digitales. en actividades para aprovechar
 Entrega todos sus anteriores para los errores
trabajos. mejorar su trabajo. marcados en
 Pone en práctica actividades
sus habilidades anteriores para
digitales. mejorar su
 Entrega todos sus trabajo.
trabajos.  Pone en práctica
sus habilidades
digitales.
 Entrega todos sus
trabajos.
Topic: 2. Location of objects and specific locations in her/his environment

Competences: 4.1 The student expresses ideas and concepts through linguistic,
mathematical, or graphic representations.
4.2 The student applies different communication strategies
according to his/her peers, the context in which he/she is located
and the objectives he/she is chasing.
4.4 The student communicates in a second language in everyday

situations.
4.5 The student uses information and communication technologies
to obtain information and express ideas.
10.2 The student dialogues and learns from people with different
points of view and cultural traditions by placing his/her own
circumstances in a broader context.
Objective: For students to make a sketch of their home
2.1 Locates places and objects in his/her immediate environment
using prepositions of place.
Topic: My house
This is my house!
Hello! My name is Peter, and this is my house. My house is quite big. It has got two
floors – a ground floor and a first floor. It has also got an attic and a basement.
On the ground floor these is the hall, the kitchen, a pantry, the living room, a big
dining room and a toilet.
On the first floor there are three bedrooms, one bathroom and a big corridor. My
bedroom is between my parent’s bedroom and the bathroom. My sister’s bedroom is
in from of mine.
I love my bedroom, but I also like the attic. In the attic I keep some of my books and
my old toys. I like to spend my time there because it is very spacious and there is a
big sofa; there is where I sometimes take a nap.
In the basement is where we keep the washing machine, the drying machine and old
stuff. At the back of the house there is also the garage, where my parents park the
family car, and a lovely garden, with many green spaces, flowers, two swings and a
small swimming pool. I love my house! It is very comfortable and cozy.
Instructions: Answer the questions about the text.
1. Where is Peter’s bedroom?
2. Where are the washing and drying machines?
3. What can you find in the garden?
4. Is Peter’s house big or small?

5. Where is the living room?
Speaking
1. Where in the house do you brush your teeth?
2. Where in the house do you cook food?
3. Where in the house do you sleep at night?
4. Where in the house do you eat dinner?
5. Where in the house do you sit with your family and watch TV?
6. Where do you see grass?
(ESL KidStuff, s.f.)
Instructions: Listen carefully. In what order does Anne speak about the rooms in her
house? Number the rooms into the same order Anne talks about them.
___ the utility room ___ the kitchen ___ the living room ___ the study
___ the bathroom ___ the conservatory ___ the bedrooms
(British Council, 2019)
https://esol.britishcouncil.org/content/learners/skills/speaking/talk-about-your-house.
Para los que no tenga como reproducir el audio en el anexo 7 pueden encontrar la
transcripción.
Writing
Instructions: How would you dream house be? Describe it.
*Nota: Haz el escrito acerca de la casa de tus sueños en Word o en tu cuaderno.

Topic: My bedroom
Instructions: Listen carefully. Complete the conversation.
Eva: What was your __________ like when you were nine?
You: It was __________!

Eva: What color were the __________?
You: They were __________. Green was my favorite color.
Eva: Were there any posters on the __________?
You: Yes, there were. There were __________ of the Simpsons!
Eva: Was there a __________ in your room?
You: No, there wasn't a TV but there was a __________.
Eva: What was your __________ thing in your room?
You: My __________!
(Oxford University Press, 2020)
https://elt.oup.com/student/champions/level01/level01_dialogues/dialogue02?
cc=mx&selLanguage=en. Para los que no tenga como reproducir el audio en el
anexo 8 pueden encontrar la transcripción.
Speaking
Instructions: Describe your room. Share your description with someone.
1. Is your room big or small?
2. What color are the walls?
3. What furniture do you have?
*Nota: Haz la descripción de tu cuarto en Word o en tu cuaderno. Comparte tu

descripción con alguien de tu familia o un amigo.
My bedroom
In my bedroom, there is a bed next to the door. There are two pillows on the bed.
There is a box on the floor with all my favorite toys. There is a bookcase next to the
box with all my favorite books. Between the bookcase and the bed, there are a
wardrobe and a desk. There is a computer, a radio and, an alarm clock on the desk.
There is a lamp between the radio and the alarm clock. There is a chair next to the
desk. There is a rug under the desk.
Instructions: Are the sentences true or false?
True False
1. Marks’s bed is next to the door.
2. There are three pillows on the bed.
3. There is a bookcase between the box and the door.

4. Mark has got all his favorite toys on the bookcase.
5. The wardrobe is next to the door.
6. The computer is on the desk.
7. There is a lamp between the radio and the alarm clock.
8. The chair is on the desk.
Writing
Instructions: Look at the bedroom and describe it.
(Dreamstime, 2020)
*Nota: Haz la descripción del cuarto en Word o en tu cuaderno.
2.2 Writes simple texts where objects are compared using information
technology to research a topic.
Topic: Gadgets
Instructions: Listen carefully and answer the questions. Circle true or false; or write
short answers.
1. The speaker enjoys using technology.
True False
2. The speaker talks on the phone more than using social networking sites.
True False
3. What does the speaker do on Saturday morning?
4. Why does the speaker go to the pub?
5. How does the weekend help the speaker?

https://www.teachingenglish.org.uk/article/technology. Para los que no tenga como
reproducir el audio en el anexo 9 pueden encontrar la transcripción.
Writing
Instructions: Compare the following two gadgets.
(VectorStock, 2020) (ClipartLogo, 2020)

*Nota: Haz la comparación de estos dos artículos en Word o en tu cuaderno.
Instructions: Read the text carefully and answer the questions.
Your favorite gadgets!
Computers, the Internet, digital cameras, webcams, mobile phones, iPads and MP3
players… Technology has changed they was teenagers communicate.
Did you know that when your parents were your age, they didn’t have computers or
the Internet, or digital cameras, webcams, mobile phones or MP3 players? For most
young people today, it is impossible to imagine their life without these “gadgets”.
A recent study in the USA says that 10 to 17-year-olds will spend one-third of their
lives, or about 23 years, on the Internet. Did you know that the Internet was first used
by the US military and universities? It was invented by the US Department of Defense
in 1969 and only became accessible to the public in 1995. In just ten years, the
Internet has changed the world…
Today people can do almost anything on the Internet: they can work, shop for clothes
and food, and even “talk” to friends. The Internet has made the world a smaller place.
People have access to information from all over the world. They also have blogs:
personal journals, with text and photos.

Internet is not the only way for people to communicate today. In the USA, 75 per cent
of 15 to 17-year-olds have a mobile telephone. The first mobile phones arrived in the
1980s: they were big and heavy. Today, mobile phones are very small, and they can
send text messages, play music, and take photos. They have also become a fashion
object, and teenagers decorate and accessorize them!
Modern technology is fun, and it has changed our lives, but it does have some
negative aspects. For example, teenagers who use “shorthand” in their text messages
become bas spellers- they make lots of mistakes when they write. Moreover, some
teenagers spend too much time on the Internet when they could be doing sport or
other hobbies… or their homework! If you’re not careful, you can live without ever
leaving your home. That’s why modern gadgets should be used in moderation…
1. Who first used the Internet?
2. How many years did the public have to wait before using the Internet?
3. What possibilities does the Internet offer you today?
4. What are the differences between mobile phones today and in the 1980s?
5. What are the three reason why these gadgets should be used in moderation?
Speaking
1. Are there any new gadgets that you really want to get?
2. What is your favorite piece of technology you own?
3. Give some examples of technology that have made the world worse.
4. What do you think has been the most important new invention in the last 100
years?
5. How will computers change in the future?
(ESL conversation questions, 2017)
Instrucciones: En una cartulina o rotafolio haz un croquis de tu casa, a cada

habitación ponle el nombre que le corresponde en inglés, por ejemplo, sala - living

room. En cada habitación dibuja los muebles esenciales. En Word o en una hoja blanca
describe brevemente tu casa y escoge una habitación de para hacer una descripción
detallada de ella, debes de mencionar que muebles hay y como están acomodados.
*Nota: Todo el trabajo es en inglés. Te puedes guiar con los trabajos que hiciste en el
2.1.

Nombre Interacción Nombre del alumno
ININ-
Siglema: del inicial en inglés
03
módulo:
Evaluador:
Resultado de 2.2 Writes simple texts Actividad de 2.2.1 Makes a sketch
aprendizaje: where objects are evaluación: of her/his home:
compared using describing location,
information technology to existence of objects
research a topic and physical spaces.
CRITERIOS
INDICADORES %
Hace un croquis de su Hace un croquis de su Hace un croquis de su
casa que incluya: casa que incluya: casa que incluya:
Elementos  Las habitaciones.  Las habitaciones.  Las habitaciones.
 Los muebles. Hace un escrito que
discursivos del Hace un escrito que incluya:
texto 30 incluya:  Una descripción de
 Una descripción de su casa.
su casa.
 Una descripción
detallada de una
habitación.
30  En el documento No cumple con dos de No cumple con tres o

escrito menciona los aspectos. más de los aspectos.
Presentación todas las
habitaciones de su  En el documento  En el documento
escrita del casa. escrito menciona escrito menciona
 Menciona que todas las todas las
documento
muebles hay en las habitaciones de su habitaciones de su
habitaciones. casa. casa.
 Evita los errores  Menciona que  Menciona que
ortográficos. muebles hay en las muebles hay en las
 Presenta oraciones habitaciones. habitaciones.

completas.  Evita los errores  Evita los errores
 Utiliza puntos, ortográficos. ortográficos.
comas y  Presenta oraciones  Presenta oraciones
mayúsculas. completas. completas.
 Utiliza puntos,  Utiliza puntos,
comas y comas y
mayúsculas. mayúsculas.
 Utiliza vocabulario No cumple con dos de No cumple con tres o
relacionado con los aspectos. más de los aspectos.
objetos genéricos
dentro de una casa.  Utiliza vocabulario  Utiliza vocabulario
 Utiliza 4 relacionado con relacionado con
preposiciones de objetos genéricos objetos genéricos
lugar. dentro de una casa. dentro de una casa.
 Utiliza vocabulario  Utiliza 4  Utiliza 4
relacionado con los preposiciones de preposiciones de
espacios físicos de lugar. lugar.
Aspectos una casa.  Utiliza vocabulario  Utiliza vocabulario
 Utiliza artículos relacionado con los relacionado con los
gramaticales definidos e espacios físicos de espacios físicos de
30 indefinidos. una casa. una casa.
 Utiliza  Utiliza artículos  Utiliza artículos
correctamente los definidos e definidos e
tiempos indefinidos. indefinidos.
gramaticales en  Utiliza  Utiliza
presente simple en correctamente los correctamente los
primera y tercera tiempos tiempos
persona. gramaticales en gramaticales en
 Utiliza la existencia presente simple en presente simple en
afirmativa en primera y tercera primera y tercera
singular y plural. persona. persona.
Utiliza la existencia  Utiliza la existencia
afirmativa en afirmativa en
singular y plural. singular y plural.
 Entrega el trabajo No cumple con dos de No cumple con tres o
cuidando los los aspectos. más de los aspectos.
Actitud aspectos de orden y
diseño específico.  Entrega el trabajo  Entrega el trabajo
 Muestra cuidando los cuidando los
organización y aspectos de orden y aspectos de orden y
responsabilidad a la diseño específico. diseño específico.
hora de entregar el  Muestra  Muestra
trabajo. organización y organización y
 Demuestra responsabilidad a la responsabilidad a la
perseverancia para hora de entregar el hora de entregar el
10 aprovechar los trabajo. trabajo.
errores marcados  Demuestra  Demuestra
en actividades perseverancia para perseverancia para
anteriores para aprovechar los aprovechar los
mejorar su trabajo. errores marcados errores marcados en
 Pone en práctica en actividades actividades
sus habilidades anteriores para anteriores para
digitales. mejorar su trabajo. mejorar su trabajo.
 Entrega todos sus  Pone en práctica  Pone en práctica
trabajos. sus habilidades sus habilidades
digitales. digitales.
 Entrega todos sus  Entrega todos sus
trabajos. trabajos.

2.3 Describes places of interest and gives instructions to get to a
place.
Topic: Places in the city

Writing
Instructions: Write a short paragraph to describe two of your favorite places in your
town or city. Include information such as why you like these places and how often you
go there.
*Nota: Haz el párrafo de tus dos lugares favoritos en Word o en tu cuaderno.
Instructions: Listen carefully and assign each definition its correct number.
1. airport ___the building where ___a place where you can 17. hospital
firefighters keep their buy a beer or other types
equipment including the fire alcoholic drinks
engine.
2. gas station ___you can buy fresh bread ___an area of public land 18. hotel
and cakes here. in a city that contains an
area of grass where you
can rest, play, or walk your
dog.
3. Bank ___you go here when you ___you go here when you 19. park
want to cut your hair. don’t want to cook at
home. They prepare meals
for you.
4. Bakery ___ the place you go when ___you go here when you 20. school
you want to travel by plane need an operation, or
to another city. someone is going to have
a baby.
5. Bookstore ___you deposit or ___a place where you can 21. restaurant
withdraw/take out your wash your clothes in coin-
money here. You can cash a operated machines.
cheque.
6. bus station ___you can see the latest ___a place where children 22. jail / prison
movies here. Many people learn. You normally start
eat popcorn while they’re school at the age of 5.
here
7. church ___they sell fresh meat. ___you can see paintings 23. library
and other works of art.
8. craft market ___a place where you can ___an open area within a 24. police station
buy books and magazines. city in the shape of a
square. It is usually the
heart of the city.
9. butcher’s ___you can buy a cup of ___you can see many old 25. pub
coffee and cakes or objects (and sometimes
sandwiches. paintings)

10. court ___the place you go to put ___where you sleep when 26. gallery
petrol (gas) in your car. you visit another city.
11. department ___the place you go when ___a large store that sells 27. museum
store you want to travel by bus to food, drinks and household
another city. items
12. cinema/ ___you can do exercises, ___criminals are sent here 28. supermarket
movies weight training and keep fit by a judge for a number of
here. days or years.
13. Hairdresser’ ___a religious place of ___you are taken here 29. zoo
s worship. when you break the law
and are arrested.
14. fire station ___the place where they ___you can buy medicine 30. laundromat
have trials and law cases. A here.
judge works here.
15. Gym ___a large store that sells ___a place where you can 31. square
clothes, household see many types of animals
appliances etc. in sections in cages.
16. café ___a place that sells typical ___a place where you can 32.pharmacy/
products (normally hand- read and borrow books. drugstore
made) of a region/country.
(Woodward Ltda, 2020)
https://www.vocabulary.cl/Basic/Places_City.htm. Para los que no tenga como
reproducir el audio no es necesario, solo lean las definiciones y busquen el lugar.
Instructions: Read the text.
The place where I live.
Hi friends! My name’s Sandra and I live in Hilltown. It is in the south of England. It isn’t
a very big town. About 9,000 people live here. There are about thirty shops in Hilltown
and there are three supermarkets. You can buy everything in the town that you need.
There are two bank and a post office in Main Street. There is a police station and a
library, too. You can find a big market where you can buy fresh fruit, vegetables,
meant and dairy products. I like going to the market with my mom.
There are three churches in the town center and there is a park, too. In the park
children can play because there is a playground. In our town you can find some
restaurants and there are five cafés. My favorite café is Icecave. It’s in Park Street
and the ice cream is fantastic here!
There are three elementary and two high schools in Hilltown. My school is in Mill
Street. We have got a very nice building. Next to our school there is a sports center.

Every Wednesday afternoon we play badminton.
If you want to see a film you can go to the cinema in our town, but unfortunately there
aren’t any theatres here. I like living in Hilltown because it is a calm, neat place and
people are friendly.
Instructions: Answer the following questions.
1. Where can you find Hilltown?
2. How many people live in the town?
3. What buildings and places can you find there?
4. What is Sandra’s school like? Where is it?
5. Why does she like her town?
Café / car park / hospital / hotel / police station / post office / supermarket / toy shop
Speaking
Instructions: Answer the questions about your town and discuss your answers with
someone.
1. What is your favorite park? Why do you like it? Where is it located?
2. What is your favorite place to go shopping? Why do you like it? Where is it
located?
3. What are three good things about your town or city?
4. What is your favorite restaurant? Why do you like it? Where is it located?
5. Where is the most famous place in your town or city?
Topic: Giving directions
Instructions: Listen carefully. Fill the gaps with the correct word to complete the
directions.

second / straight / Go / on / take / At / past
1. Go __________ on.
2. __________ past the traffic lights.
3. It's the building next to the library __________ the left.
4. __________ the roundabout turn left.
5. Then __________ the first left on to Green Street.
6. Go __________ the traffic lights and take the
right on to King's Road.
https://learnenglishteens.britishcouncil.org/skills/listening/elementary-a2-listening/
giving-directions. Para los que no tenga como reproducir el audio en el anexo 10
Writing
Instructions: Write a small text explaining how to get from the school to David’s
house.

(Pinterest, 2020)
*Nota: Haz el texto de cómo llegar de la escuela a la casa de David en Word o en tu
cuaderno.
Instructions: John, An, and Mark ask three people (a policeman, a woman, and a
man) for the way to the railway station. Just one description is correct. Which one?
Draw all the descriptions.
1. Policeman: Go straight ahead to the first crossroads. Then turn left. Take the first
street right. Got straight ahead. On the left, you can see the railway stations.
2. Woman: Go straight ahead to the second crossroads. Then turn right. Go straight

ahead and at the end of the street, turn right.
3. Man: Go straight ahead and at the first crossroads, turn right. Then, turn left in the
first street. Go straight ahead and then turn right. You can see the railway station!
Speaking
Instructions: Write a short text about how to get from your house to CONALEP.
Practice your text aloud and share it with someone.
*Nota: En Word o en tu cuaderno escribe como llegar de tu casa a CONALEP. Lee

en voz alta tu texto y compártelo con alguien de tu familia o un amigo.
Instrucciones: Haz un mapa de una ciudad. Tú vas a escoger que lugares (cine,
supermercado, panadería, etc.) va a tener la ciudad y el nombre de las calles. En base
al mapa vas a crear un dialogo entre dos personas. Una persona le va a preguntar
cómo llegar a “x” lugar y el otro le va a dar las indicaciones de cómo llegar y los puntos
de referencia.
*Nota: Todo el trabajo es en inglés. Te puedes guiar con los trabajos que hiciste en el
2.3. El mapa puede ser en cartulina o rotafolio. Debes dibujar las fachadas de los
lugares que escogiste para tu ciudad.

Nombre Nombre del
Siglema: ININ-
del alumno
03
módulo:
Evaluador:
Resultado de 2.3 Describes places of Actividad de 2.3.1 Makes a video
aprendizaje: interest and gives evaluación: portraying people asking
instruction to get to a about the existence for
place. places and ask for

directions to get to those
places.
CRITERIOS
INDICADORES %
Hace un diálogo entre Hace un diálogo entre No cumple con uno de los
dos personas pidiendo dos personas pidiendo y aspectos.
y dando direcciones, dando direcciones, debe Hace un diálogo entre dos
debe de incluir: de incluir: personas pidiendo y
 El lugar de partida.  El lugar de partida. dando direcciones, debe
30  El lugar al cual  El lugar al cual de incluir:
Contenido quiere llegar. quiere llegar.  El lugar de partida.
 Las direcciones de  Las direcciones de  El lugar al cual quiere
cómo llegar. cómo llegar. llegar.
 Puntos de  Las direcciones de
referencia. cómo llegar.
Puntos de referencia.
 Utiliza vocabulario No cumple con dos de No cumple con tres de los
relacionado con los aspectos. aspectos.
objetos genéricos
en varios lugares  Utiliza vocabulario  Utiliza vocabulario
públicos. relacionado con relacionado con
 Utiliza más de 4 objetos genéricos en objetos genéricos en
preposiciones de varios lugares varios lugares
lugar. públicos. públicos.
 Utiliza vocabulario  Utiliza más de 4  Utiliza más de 4
relacionado con los preposiciones de preposiciones de
Aspectos
30 espacios físicos de lugar. lugar.
gramaticales los lugares  Utiliza vocabulario  Utiliza vocabulario
públicos. relacionado con los relacionado con los
 Utiliza artículos espacios físicos de espacios físicos de
definidos e los lugares públicos. los lugares públicos.
indefinidos.  Utiliza artículos  Utiliza artículos
 Utiliza vocabulario definidos e definidos e
relacionado con la indefinidos. indefinidos.
distancia de los  Utiliza vocabulario  Utiliza vocabulario
lugares públicos. relacionado con la relacionado con la
distancia de los distancia de los
lugares públicos. lugares públicos.
 Pregunta por No cumple con uno de No cumple con dos de los
direcciones y los aspectos. aspectos.
lugares de interés
público.  Pregunta por  Pregunta por
Uso del lenguaje
 Usa vocabulario direcciones y direcciones y lugares
referido a lugares de interés de interés público.
20 preguntas y público.  Usa vocabulario
lugares, así como  Usa vocabulario referido a preguntas y
la manera referido a preguntas lugares, así como la
imperativa. y lugares, así como manera imperativa.
 Cuida la gramática la manera  Cuida la gramática y
y la ortografía. imperativa. la ortografía.
 Cuida la gramática y
la ortografía.
Presentación del 10 Hace un mapa de una Hace un mapa de una Hace un mapa de una
ciudad que incluya: ciudad que incluya: ciudad que incluya:
documento  Nombre de las  Nombre de las  Nombre de las calles.
calles. calles.  5 lugares que hay en
 7 lugares que hay  5 lugares que hay una ciudad.
en una ciudad. en una ciudad.

 Los dibujos de las  Los dibujos de las
fachadas de los fachadas de los
lugares que lugares que incluyó.
incluyó.
 Entrega el trabajo No cumple con dos de No cumple con tres o más

cuidando los
Actitud los aspectos. de los aspectos.
aspectos de orden
y diseño específico.  Entrega el trabajo  Entrega el trabajo
 Muestra cuidando los cuidando los
organización y aspectos de orden y aspectos de orden y
responsabilidad a diseño específico. diseño específico.
la hora de entregar  Muestra  Muestra organización
el trabajo. organización y y responsabilidad a la
 Demuestra responsabilidad a la hora de entregar el
perseverancia para hora de entregar el trabajo.
10 aprovechar los trabajo.  Demuestra
errores marcados  Demuestra perseverancia para
en actividades perseverancia para aprovechar los
anteriores para aprovechar los errores marcados en
mejorar su trabajo. errores marcados en actividades anteriores
 Pone en práctica actividades para mejorar su
sus habilidades anteriores para trabajo.
digitales. mejorar su trabajo.  Pone en práctica sus
 Entrega todos sus  Pone en práctica habilidades digitales.
trabajos. sus habilidades  Entrega todos sus
digitales. trabajos.
 Entrega todos sus
trabajos.
Referencias
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https://www.allthingstopics.com/uploads/2/3/2/9/23290220/discuss2_jobs.pdf

All things topics. (2020). Reading (Scanning). JOBS and WORK. Recuperado de:
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MY_BEDROOM_218447/
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r_favourite_gadgets__489844/
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https://en.islcollective.com/english-esl-worksheets/grammar/present-simple-
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application-form/13861
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worksheets/vocabulary/people/place-where-i-live-reading-comprehension/45961
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character/reading-personal-information/115361
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Anexos
Anexo 1
A: Hi! My name's Carmen. What's your name?
B: I'm Paulo.
A: Are you a new student?
B: Yes, I am. I'm from Brazil. Where are you from?
A: I'm from Spain.
B: Nice to meet you.
A: Nice to meet you too.

Anexo 2
Lucy: Hello.
School librarian: Hello, what’s your name?
Lucy: My name's Lucy.
School librarian: And what's your surname, Lucy?
Lucy: Moore.
School librarian: Can you spell that?
Lucy: M-O-O-R-E.
School librarian: Thank you. What class are you in?
Lucy: Class 1B.
School librarian: Class 1B. And how old are you, Lucy?
Lucy: I'm 13.
School librarian: Have you got a photo?
Lucy: Yes, here you are.
School librarian: Thank you ... OK, thank you, Lucy. Here's your school library card.
Lucy: Thanks. Bye.
School librarian: Goodbye.
Anexo 3

Presenter: So, today's expert teacher is Gabriella, a university English teacher from
Leeds. Gabriella, hi and thanks for joining us today.
Gabriella: Thanks for having me!
Presenter: So, I have to confess today's topic is something I am really bad at: listening.
Most people say speaking is the most stressful part of learning a new language but, for
me, with my B1 German, speaking isn't so bad. At least I'm in control of it. But listening
… woah … people speak so fast and it's like my brain just shuts down. Am I just really
strange and bad at listening? Tell me, honestly, I can take it.
Gabriella: No, you're not strange. In fact, it's really common. You know, in exams most
people do pretty well in speaking compared with listening. Of course, exams are a
different situation from real life because in an exam you can't ask for something to be
repeated or explained. You usually have just one or maybe two opportunities to listen to
the dialogue and then it's gone.
Presenter: Right, but in real life I feel stupid always saying, 'Sorry, can you repeat that,
please?', especially if I still don't understand even when they repeat it. And people out
there listening, I hope you don't do this – quite often the person just repeats what they
said equally as fast and I'm still lost!
Gabriella: They do, don't they? In real life, you've got two strategies. One is to pretend
to understand and get out of the conversation as fast as you can.
Presenter: Yep, sounds familiar!
Gabriella: But, obviously that's not going to help if it's a conversation with high stakes. It
might have important consequences. I mean, if you're just chatting with a stranger at the
bus stop, it doesn't matter. But imagine you're at a government office or a bank, trying to
find out what paperwork you need to get your ID or open a bank account. What can you
do then?
Presenter: I hope you've got the answer, Gabriella, because I'm coming out in a cold
sweat just thinking about either of those situations!
Gabriella: The other strategy is to summarize what they said.
Presenter: But how can you do that if you didn't understand what they said?
Gabriella: Ah, well, you only start the summary, so you might say, in German in your
case, 'OK, so the first thing I have to do is …?' and make it a question. Or, for example,
'And which office is that again?' Break it down into smaller questions and the other
person will naturally start answering them. That way you're controlling the conversation
a bit more.
Presenter: I get you ...
Anexo 4
Aurelia: Who’s that boy over there, Hannah?
Hannah: That? Er, that’s my brother, Jem.

Aurelia: Your brother?
Hannah: Yes, and that’s his girlfriend Lucy. The pretty girl with the long, brown hair.
Aurelia: Oh right. So, you’ve got a brother?
Hannah: No, I’ve got two brothers. Jem and Alex.
Aurelia: Really? ... and ... how old is Alex?
Hannah: Alex and Jem are twins, they’re both 15.
Aurelia: 15, mmm ... and does Alex look like Jem?
Hannah: They’re exactly the same! They’re both tall and thin. They’ve both got short
brown hair, green eyes and big ears!
Aurelia: They’re not big, I think they’re cute. And ... has Alex got a girlfriend?
Anexo 5
A - Do you want to see pictures of my family?
B - Oh. Hi Martha. Yeah, of course! Oh. Who is the baby?
A - That's my daughter. Her name is Ericka. This picture is from her first birthday.
B - Oh. She's cute. Who are the other people in the picture?
A - Of course, that's me in the green dress. The other people are my parents. My
mother's name is Wilma and my father's name is Ed.
A - Here's another picture.
B - I recognize you but who's the man.
A - That's my husband Carl. He's a great cook.
B - My husband's a terrible cook.
A - Here's another picture.
B - Who's that?
A - That's my sister Wanda and my nephew Tommy.
B - Those are nice pictures. Do you want to see my pictures?
A - Sure!
Anexo 6
Woman: So, what’s your usual day like? You always seem so busy.
Man: Well, I usually get up around 5:00 a.m. and work on the computer until 6:00 a.m.
Woman: Why do you get up so early?

Man: Well, I have to leave home at twenty to seven (6:40 a.m.) so I can catch a bus at
7:00 o’clock. It takes me about twenty minutes to walk to the bus stop from my house.
Woman: And what time do you get to work?
Man: Uh, my bus takes about an hour to get there, but it stops right in front of my office.
Woman: That’s nice. And what time do you get off work?
Man: Uh, around 5:00 o’clock. Then, we eat dinner around 6:30, and my wife and I read
and play with the kids until 8:00 or so.
Woman: So, when do you work on your website? You said one time that you create it at
home?
Man: Well, my wife and I often watch TV or talk until 10:00 o’clock. She then often reads
while I work on my site, and I sometimes stay up until the early hours of the morning,
but I try to finish everything by one or two.
Woman: And then you get up at 5:00 a.m.?
Man: Well, yeah, but it’s important to live a balanced life. I enjoy what I do, but you have
to set aside time for the family and yourself.
Woman: I agree.
Man: But I think my wife has the toughest job. She spends her whole day taking care of
our family . . . taking the kids to school, working in the garden, buying groceries, taking
the kids to piano lessons . . . [Wow!] It’s a full-time job, but she enjoys what she does.
Woman: Well, it sounds like you’re a busy, but lucky man.
Man: I think so too.
Anexo 7
Hello, today I'm going to talk to you about my house. My house is in London. It is a
detached house, which means it's not joined on to any other houses. It is separate.
Downstairs there's a utility room where we keep the washing machine, the drier and a
freezer. Also, downstairs there's a kitchen, living room, conservatory and a bathroom.
The kitchen is quite big, it has a dining table where we eat, so we don't have a separate
dining room. There's the living room, where we usually sit and watch TV. This is the
conservatory, where we sit and look at the garden and watch the wildlife in the garden.
Even though we live in a city our garden has foxes, squirrels and lots of different birds.
Upstairs there are two big bedrooms, two small bedrooms, a bathroom and a study
where my husband has his computer and where he works. We moved to this house in
the year 2000 and we are quite happy here. It's near the station and very convenient for
the shops.
Anexo 8
Eva: What was your room like when you were nine?

You: It was fantastic!
Eva: What color were the walls?
You: They were green. Green was my favorite color.
Eva: Were there any posters on the wall?
You: Yes, there were. There were posters of the Simpsons!
Eva: Was there a TV in your room?
You: No, there wasn't a TV but there was a CD player.
Eva: What was your favorite thing in your room?
You: My bed!
Anexo 9
I have to work with computers and phones all the time in my work, either sitting in front
of a screen or living by the apps on my mobile. I think the number of voice-to-voice
phone calls has gone down a lot in the last few years, but with Facebook, Twitter, and
so on, I feel sort of chained to technology the entire length of the working week. So
when the weekend comes – and I’m afraid for me that’s Saturday morning, not Friday
night – there’s nothing I like better than switching off the computer, the mobile and the
landline and enjoying real peace and quiet. We live near to some fields and open
country, and I can listen to the birds sing, go for long walks, maybe drop in at our local
pub and have a drink with some of the locals. It’s not exciting, I grant you, but it’s very
relaxing and helps me remember I’m a human being, not a part of some computerized
machine. Of course, by Sunday night I’m already thinking about the working week
ahead, but never mind. I’ve had those two days to recharge my batteries, as they say.
Anexo 10
A: Go straight on. Then take the first left on to Green Street. Walk past the library and
it’s the building next to the library on the left.
B: Go straight on. Go past the traffic lights. You will see a shop on the right. Go past
that and it’s on the right next to the shop.
C: Go straight on. Go past the traffic lights and go straight on until you get to the
roundabout. At the roundabout turn left. Go past the theatre. It’s the building next to the
theatre, opposite the hospital.
D: Go straight on. Go past the traffic lights and take the second right on to King’s Road.
Go past the bookshop. It’s the building next to the bookshop opposite the café.

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Índice

Propósito del Módulo

Unidades y Resultados de Aprendizaje del Contenido del

Materiales y Recursos Pedagógicos

Rúbrica o Criterios de Evaluación

Manual de Conocimientos Esenciales 1

Manual de Conocimientos Esenciales 2

Manual de Conocimientos Esenciales 3

Manual de Conocimientos Esenciales 4

% PESO PARA LA UNIDAD 70

PESO TOTAL DEL MODULO 100

Manual de Conocimientos Esenciales 5

Manual de Conocimientos Esenciales 6

Manual de Conocimientos Esenciales 7

Manual de Conocimientos Esenciales 8

Food Sports Pets Hobbies

Manual de Conocimientos Esenciales 9

Manual de Conocimientos Esenciales 10

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1. __________ 2. __________ 3. __________ 4. __________ 5. __________ 6.

Manual de Conocimientos Esenciales 12

Manual de Conocimientos Esenciales 13

Topic: Describing people

Manual de Conocimientos Esenciales 14

5. Describe Maria’s personality.

(All things topics, 2020)

Manual de Conocimientos Esenciales 15

Manual de Conocimientos Esenciales 16

*Nota: Haz el escrito en Word o en tu cuaderno.

Manual de Conocimientos Esenciales 17

Manual de Conocimientos Esenciales 18

Instrucciones: Haz un texto similar al de una entrada de blog en inglés en el cual

Manual de Conocimientos Esenciales 19

Rúbrica o Criterios de Evaluación

 Hace un texto de  Hace un texto de  Hace un texto de

Manual de Conocimientos Esenciales 20

Topic: 2. Location of objects and specific locations in her/his environment

Manual de Conocimientos Esenciales 21

Manual de Conocimientos Esenciales 22

*Nota: Haz el escrito acerca de la casa de tus sueños en Word o en tu cuaderno.

Manual de Conocimientos Esenciales 23

*Nota: Haz la descripción de tu cuarto en Word o en tu cuaderno. Comparte tu

Manual de Conocimientos Esenciales 24

4. Why does the speaker go to the pub?

5. How does the weekend help the speaker?

Manual de Conocimientos Esenciales 25

(VectorStock, 2020) (ClipartLogo, 2020)

Manual de Conocimientos Esenciales 26

Instrucciones: En una cartulina o rotafolio haz un croquis de tu casa, a cada

Manual de Conocimientos Esenciales 27

Rúbrica o Criterios de Evaluación

30  En el documento No cumple con dos de No cumple con tres o

Manual de Conocimientos Esenciales 28

Manual de Conocimientos Esenciales 29

Topic: Places in the city

Manual de Conocimientos Esenciales 30

Manual de Conocimientos Esenciales 31

Manual de Conocimientos Esenciales 32

Manual de Conocimientos Esenciales 33

Manual de Conocimientos Esenciales 34

*Nota: En Word o en tu cuaderno escribe como llegar de tu casa a CONALEP. Lee

Rúbrica o Criterios de Evaluación

Manual de Conocimientos Esenciales 35

1. 2. 3. 4. 5. __ 6.