Instrumento de Planeación Didáctica

Secretaría Académica
Dirección de Formación Académica
INSTRUMENTO DE PLANEACIÓN DIDÁCTICA

Modelo Académico 2018
Periodo semestral 2.2324
DATOS GENERALES FECHA:
Nombre del plantel CONALEP VERACRUZ I Nombre del docente BLANCA ESTELA PEREZ GUTIERREZ
The students build descriptions extensively using

syntactic and grammatical elements, they make
comparisons of two or more objects that have common
or contrasting elements; they can express using
Nombre del módulo Productive Communication in English Propósito del módulo intensifiers in different contexts; they use tag questions
to confirm suppositions and connect sentences and
ideas using specific vocabulary, all of this considering
communication as the main idea of the speech
development
Semestre CUARTO
Competencia del módulo Disciplinar X Profesional
Grupo 401
Número y nombre de Communicate with others using certain expressions

1. Exchange of information
la unidad de Propósito de la unidad and adverbs of manner to describe actions that are in
about personal actions
aprendizaje a particular context or situation.
Competencia Genérica 4. The student listens, interprets, and Atributos 4.1 He/She expresses ideas and concepts by using
communicates messages relevant in linguistic, mathematic and graphic means.
different contexts by using 4.2 He/She applies different communication strategies
appropriate means, codes and tools. according to who their interlocutors are, the context in
8. Participate and collaborate which they are and the objectives they pursue.
effectively on diverse teams. 4.3 Students Identify main ideas in text or oral speech
infers conclusions through them. 4.4 He communicates
Prolong. Cuauhtémoc s/n, Fracc. Los Pinos, C.P. 91870, Veracruz, Veracruz.
Tel. 229 938 4444 www.conalep.edu.mx
in a second language on daily situations.

8.3 The student assumes a constructive attitude
consistent with the knowledge he/she has within
different work teams.
1.1 Describe and compare actions

Resultado de 20 Actividad de
and objects, in different contexts Duración A text
aprendizaje HORAS evaluación
using adverbs and correlative words
Número y
Dimensión Duración
nombre
Socioemocional/Habilidad (en
de la
Socioemocional minutos)
lección
DATOS ESPECÍFICOS
Make descriptions of objects using correlative words to point out Número

Propósito de aprendizaje 1 Duración 1 hr.
similarities and differences de sesión
Producto
Aprendizaje Make descriptions of objects using correlative
esperado/Evidencia a A text
esperado words to point out similarities and differences
recopilar
Modalidad de
Presencial ( X ) Virtual ( ) Híbrido ( ) En línea ( ) A distancia ( )
aprendizaje
APERTURA
Estrategias Recursos y
Contenido Específico Ambiente de materiales
Enseñanza Aprendizaje Evaluación
aprendizaje didácticos
El docente: Diagnostic
The teacher: Student: . Classroom
Create the module
Listen carefully and take
framework: Presentation of
the module and the note of the content of the colored leaves
A. Describe actions instructor. presentation module.
with the use of adverbs. dynamics with students. Participate in the Chalkboard
• Adverbs of manner  Presents the purpose of presentation dynamics.
Quickly  Carefully  the module, and the study Set expectations. Will Draft
Loudly  Slowly • program. Diagnostic
participate in the
Adverbs of place  Out evaluation is applied,
 Underneath  agreements are proposed, agreements, take notes Markers
Ooutside  Towards • and a way of working and resolve the diagnostic
Adverbs of time  evaluation Syllabus
Weekly  Yet  Still  The student participates in
Every day  Always  the brainstorming strategy Diagnostic
Never
to share their knowledge
of the topics to be studied. evaluation format
DESARROLLO
Student Classroom
The teacher explains with Take note of the 1.1.1 Create a text
definitions, participate by which use correlative
A. Describe actions giving your concepts that conjunctions,
examples the use of describes actions, and
with the use of adverbs.
 Adverbs of manner 
he handles . read and act out the Text book
Quickly  Carefully  adverbs written descriptions to
identify the adverbs
Loudly  Slowly 
used
Adverbs of place  Out
 Underneath 
Ooutside  Towards 
Adverbs of time 
Weekly  Yet  Still 
Every day  Always 
Never
CIERRE
Student Classroom
The teacher performs Take note of the 1.1.1 Create a text
exercises on the definitions, participate by which use correlative
A. Describe actions different types of giving your concepts that conjunctions,
adverbs, explaining describes actions, and
with the use of adverbs.
 Adverbs of manner  the characteristics of he handles . read and act out the Text book
Quickly  Carefully  each one and asks written descriptions to
them to make identify the adverbs
Loudly  Slowly 
sentences using these used
Adverbs of place  Out
adverbs.
 Underneath 
Ooutside  Towards 
Adverbs of time 
Weekly  Yet  Still 
Every day  Always 
Neve

Propósito de aprendizaje Duración:
Communicate with others using certain expressions Producto

Aprendizaje
and adverbs of manner, to describe actions that are esperado/Evidencia a • A text
esperado
in a particular context or situation recopilar
Modalidad de
Presencial ( x ) Virtual ( ) Híbrido ( ) En línea ( ) A distancia ( )
aprendizaje
APERTURA
The teacher gives Student: 1.1.1 Create a text
examples using the Listen carefully and take which use correlative . Classroom
following words note of the content of the conjunctions,
B. Compare the Both  Either  Neither module. Participate in the describes actions, and
colored leaves
presentation dynamics. read and act out the
characteristics of two Chalkboard
Set expectations. Will written descriptions to
objects, people, or Draft
participate in the identify the adverbs
Markers
situations using agreements, take notes used
Syllabus
correlative words.  and resolve the
Diagnostic
diagnostic evaluation
Both  Either  The student participates
evaluation format
Neither Text book
in the brainstorming
strategy to share their
knowledge of the topics to
be studied.
DESARROLLO
examples using the Listen carefully and take which use correlative . Classroom colored leaves
Both  Either  module. describes actions, and
Chalkboard
B. Compare the Participate in the read and act out the
Neither presentation dynamics. written descriptions to
characteristics of two Set expectations. Will identify the adverbs Draft
objects, people, or participate in the used
situations using agreements, take notes Markers
and resolve the
correlative words.  diagnostic evaluation
Both  Either  The student participates Syllabus
Neither in the brainstorming
strategy to share their Diagnostic
be studied. evaluation format
Text book
CIERRE
Chalkboard
and resolve the
Text book
1.2 Exchange information,

Resultado de 10 Actividad de 1.2.1 Make an oral presentation of a
emphasizing certain aspects of it, Duración
aprendizaje HORAS evaluación case using intensifiers.
using intensifiers
Número y
nombre
de la
lección
DATOS ESPECÍFICOS

Producto
Aprendizaje Use intensifiers to express levels of intensity in
esperado/Evidencia a Oral presentation
esperado sentences
recopilar
Modalidad de
aprendizaje
APERTURA
A. Use of intensifiers in Oral presentation
a speech. The teacher explains the The student carries out the . Classroom colored leaves
 Function
 Structure
B. Formulation of use of certain commonly activity proposed by the Chalkboard
APERTURA
expressions or phrases
emphasized used words such as quite teacher
 Very
 Really
 Too very well.
Draft
 So
 Enough Ask students to make
Markers
 Such
sentences with these
C. Variation of the Syllabus
intensity of the
words
expression or phrase evaluation format
 Quite
 Fairly
 Rather
 Pretty
DESARROLLO
a speech. The teacher explains the The student carries out the . Classroom
 Function
 Structure
B. Formulation of use of certain commonly activity proposed by the
colored leaves
 Very Chalkboard
 Really very well.
 Too Draft
 So
Markers
 Such
Syllabus
C. Variation of the
intensity of the words
 Quite
 Fairly
 Rather
 Pretty
CIERRE
a speech. The teacher explains the The student carries out the . Classroom
 Function
 Structure
B. Formulation of use of certain commonly activity proposed by the
colored leaves
 Very Chalkboard
 Really very well.
 Too Draft
 So
Markers
 Such
Syllabus
C. Variation of the
intensity of the words
 Quite
 Fairly
 Rather
 Pretty

Propósito de aprendizaje Duración:
Communicate with others using certain expressions Producto

Aprendizaje
and adverbs of manner, to describe actions that are esperado/Evidencia a • A text
esperado
in a particular context or situation recopilar
Modalidad de
aprendizaje
APERTURA
examples using the Listen carefully and take which use correlative . Classroom
B. Compare the Both  Either  Neither module. Participate in the describes actions, and
colored leaves
presentation dynamics. read and act out the
characteristics of two Chalkboard
Set expectations. Will written descriptions to
objects, people, or Draft
participate in the identify the adverbs
Markers
situations using agreements, take notes used
Syllabus
correlative words.  and resolve the
Diagnostic
diagnostic evaluation
Both  Either  The student participates
evaluation format
Neither Text book
in the brainstorming
strategy to share their
be studied.
DESARROLLO
Chalkboard
and resolve the
Text book
CIERRE
Chalkboard
and resolve the
Text book
DATOS GENERALES FECHA:
Nombre del plantel CONALEP VERACRUZ I Nombre del docente BLANCA ESTELA PEREZ GUTIIERREZ
The students build descriptions extensively using

syntactic and grammatical elements, they make
comparisons of two or more objects that have common
or contrasting elements; they can express using
Nombre del módulo Productive Communication in English Propósito del módulo intensifiers in different contexts; they use tag questions
to confirm suppositions and connect sentences and
ideas using specific vocabulary, all of this considering
communication as the main idea of the speech
development
Semestre CUARTO
Competencia del módulo Disciplinar X Profesional
Grupo 401
Número y nombre de Communicate with others using certain expressions

2. Exchange of information
la unidad de Propósito de la unidad and adverbs of manner to describe actions that are in
about personal actions
aprendizaje a particular context or situation.
Competencia Genérica 4. The student listens, interprets, and Atributos 4.1 He/She expresses ideas and concepts by using
communicates messages relevant in linguistic, mathematic and graphic means.
different contexts by using 4.2 He/She applies different communication strategies
appropriate means, codes and tools. according to who their interlocutors are, the context in
8. Participate and collaborate which they are and the objectives they pursue.
effectively on diverse teams. 4.3 Students Identify main ideas in text or oral speech
infers conclusions through them. 4.4 He communicates
in a second language on daily situations.
8.3 The student assumes a constructive attitude
consistent with the knowledge he/she has within
different work teams.
2.1 Exchange information on personal 2.1.1 Make and present a

interests using comparatives and commercial comparing objects,
superlatives
Resultado de 14 Actividad de people, places or situations that
to express similarities and differences, Duración
aprendizaje HORAS evaluación includes a dialogue with “tag
as well as tag questions to confirm or
deny questions” to confirm
it assumptions.
Número y
nombre
de la
lección
DATOS ESPECÍFICOS

Communicate with others using certain

Producto
Aprendizaje expressions and adverbs of manner, to describe
esperado/Evidencia a  A comercial
esperado actions that are in a particular context or
recopilar
situation
Modalidad de
aprendizaje
APERTURA
A. Compare personal The teacher:  A commercial
interests using Create the module The student carries out the . Classroom
comparatives and framework: Presentation of
superlatives in the module and the
different contexts instructor. presentation activity proposed by the
 Use of comparatives dynamics with students.
 Use of superlatives Presents the purpose of teacher
 Use of conditionals the module, and the study
B. Use of questions to program. Diagnostic
get information evaluation is applied,
previously supposed agreements are proposed,
with present and a way of working
Text book
perfect and simple
past.
 Search for partner
approval
 Is it true?
 Is not true?
 Do not?
 It is not like this?
 Seriously?
 Confirmation or
denial of the
content of the sentence
itself
DESARROLLO
A. Compare personal The teacher:  A commercial Classroom
interests using Create the module The student carries out the
comparatives and framework: Presentation of
superlatives in the module and the
different contexts instructor. presentation activity proposed by the
 Use of comparatives dynamics with students.
 Use of superlatives Presents the purpose of teacher
 Use of conditionals the module, and the study
B. Use of questions to program. Diagnostic Text book
perfect and simple
past.
approval
 Is it true?
 Is not true?
 Do not?
 Seriously?
 Confirmation or
denial of the
itself
CIERRE
A. Compare personal The teacher: 2.1.1 Make and Classroom
interests using Create the module The student carries out the present a commercial
comparatives and framework: Presentation of comparing objects,
superlatives in the module and the people, places or
different contexts instructor. presentation activity proposed by the situations that includes
 Use of comparatives dynamics with students. a dialogue with “tag
 Use of superlatives Presents the purpose of teacher questions” to confirm
 Use of conditionals the module, and the study assumptions.
B. Use of questions to program. Diagnostic Text book
perfect and simple
past.
approval
 Is it true?
 Is not true?
 Do not?
 Seriously?
 Confirmation or
denial of the
itself
Establish and coordinate the activities proposed in this guide

according to the number of students, the level of performance, and
the time it takes for each group to carry out the activity. Monitor the Número
Propósito de aprendizaje 46 Duración: 1 hora
achievement of the results of the tasks assigned to the students de sesión
taking into account their previous knowledge about the language.
Promote vocabulary practice using the following strategies:
Communicate ideas and opinions giving additional Producto

Aprendizaje
information using words which indicate the causes, effects esperado/Evidencia a  An essay
esperado
or contrasts recopilar
Modalidad de
aprendizaje
APERTURA
Estrategias
Contenido
Ambiente de Recursos y materiales didácticos
Específico Enseñanza Aprendizaje Evaluación
aprendizaje
A. Using linking Promote the oral Exposes in teams  An essay CLASSROOM The comparative and the superlative
words to practice of the syntactic Available in:
https://www.ef.com.mx/recursosaprender-
complement vocabulary using procedure to
ingles/gramaticainglesa/comparativo-
ideas. conversation models achieve textual superlativo/  How to form comparatives
 Opinion with controlled or cohesion, that is, and superlatives in English. Available in:
formulation free practice before the way https://www.britishcouncil.es/blog/c omo-
 Confrontation of exposing the student in which words, formar-comparativossuperlativos-ingles 
ideas to phrases, sentences Comparatives and superlatives
B. Connection of the whole group or paragraphs come
sentences and  Promote the together to create a
ideas practice of different text:
 Cause and effect conversations based textual connectors
APERTURA
Estrategias
Contenido
aprendizaje
on the model, but and discursive
changing the markers
vocabulary that  Creates cards that
in relationships respects the idea and exemplify the use of
 Contrast context text connectors and
discursive markers
to give
cohesion to the text
DESARROLLO
Estrategias
Contenido
aprendizaje
A. Using linking Promote the oral Exposes in teams  An essay CLASSROOM The comparative and the superlative
words to practice of vocabulary the syntactic Available in:
https://www.ef.com.mx/recursosaprender-
complement using conversation procedure to
ingles/gramaticainglesa/comparativo-
ideas. models with controlled achieve textual superlativo/  How to form comparatives
 Opinion or free practice before cohesion, that is, and superlatives in English. Available in:
formulation exposing the student the way https://www.britishcouncil.es/blog/c omo-
 Confrontation of to in which words, formar-comparativossuperlativos-ingles 
ideas the whole group phrases, sentences Comparatives and superlatives
B. Connection of  Promote the or paragraphs
sentences and practice of come together to
ideas different create a text:
 Cause and effect conversations textual connectors
in relationships based on the and discursive
 Contrast model, but markers
changing the  Creates cards that
DESARROLLO
Estrategias
Contenido
aprendizaje
vocabulary that exemplify the use
respects the idea of text connectors
and context and discursive
markers to give
cohesion to the
text
CIERRE
Estrategias
Contenido
aprendizaje
Promote the oral Exposes in teams  An essay CLASSROOM
practice of vocabulary the syntactic
using conversation procedure to
models with controlled achieve textual
A. Using linking
or free practice before cohesion, that is,
words to
exposing the student the way
complement
to in which words,
ideas. The comparative and the superlative
the whole group phrases, sentences Available in:
 Opinion
 Promote the or paragraphs https://www.ef.com.mx/recursosaprender-
formulation
practice of come together to ingles/gramaticainglesa/comparativo-
 Confrontation of
different create a text: superlativo/  How to form comparatives
ideas and superlatives in English. Available in:
conversations textual connectors
B. Connection of https://www.britishcouncil.es/blog/c omo-
based on the and discursive
sentences and formar-comparativossuperlativos-ingles 
model, but markers
ideas Comparatives and superlatives
changing the  Creates cards that
 Cause and effect
vocabulary that exemplify the use
in relationships
respects the idea of text connectors
 Contrast
and context and discursive
markers to give
cohesion to the
text
BLANCA ESTELA PEREZ GUTIERREZ MARIA EUGENIA HERNANDEZ ZARATE

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Instrumento de Planeación Didáctica - MA2018 - 2.2324

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Instrumento de Planeación Didáctica - MA2018 - 2.2324

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Secretaría Académica

Dirección de Formación Académica

The students build descriptions extensively using

Número y nombre de Communicate with others using certain expressions

in a second language on daily situations.

1.1 Describe and compare actions

Make descriptions of objects using correlative words to point out Número

Make descriptions of objects using correlative words to point out Número

Communicate with others using certain expressions Producto

1.2 Exchange information,

Make descriptions of objects using correlative words to point out Número

Make descriptions of objects using correlative words to point out Número

Communicate with others using certain expressions Producto

DATOS GENERALES FECHA:

The students build descriptions extensively using

Número y nombre de Communicate with others using certain expressions

different work teams.

2.1 Exchange information on personal 2.1.1 Make and present a

Make descriptions of objects using correlative words to point out Número

Communicate with others using certain

Establish and coordinate the activities proposed in this guide

Communicate ideas and opinions giving additional Producto

BLANCA ESTELA PEREZ GUTIERREZ MARIA EUGENIA HERNANDEZ ZARATE

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