S E C R E T AR Í A D E E D U C AC I Ó N P Ú B L I C A

SUBS ECR E T ARÍ A D E EDUC AC I Ó N M EDI A SU PERI 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 137 C.C.T

GLEIBER DIAZ HERNANDEZ CBTIS 137 08 08 2019
Docente (s)
CECILIA CAROLINA RODRIGUEZ TORRES CBTIS 276
que elaboró Fecha de
ABEL HERNANDEZ MARQUEZ CBTIS 135
el elaboración: Día Mes Año
MARIA AURELIA MATA VILLAGOMEZ CBTIS 208
instrumento:
Identificación

Período de la
Asignatura o submódulo: Semestre: Carrera: 26/08/2019
aplicación:
INGLES V V Duración en Horas 16
Campo disciplinar de la asignatura

COMUNICACION Propósito formativo del campo disciplinar

Integral Calculus
Transversalidad con otras asignaturas Physics
Science and Technology, Society and Values

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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
Ámbitos del perfil de egreso en el que contribuye goals and seek to take advantage of their options and resources. They make decisions that give
la asignatura him/her current comfort, opportunities, and he/she knows how to deal with future risks.
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

At the end of the fifth semester, 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
Propósito formativo de la
require a simple and direct exchange of information of their environment and immediate needs, everything based on
Intenciones
Formativas

asignatura B1 level descriptor of the Common European Framework of Reference for Languages. In addition, they will continue
practicing the language skills to achieve an efficient interaction with students and to promote the collaborative work with
others.
7.Technology, information, communication and learning.
Aprendiz

asignatu
clave de

10. Reading, writing, speaking and listening.

ajes

Ejes disciplinarios
ra
la

11. Reading, writing, speaking and listening.

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 7. Technology and human development
Generation and responsible use of information for learning
Web-based learning
Creation of contents for learning
Use of technology to enhance web-based learning
Componente 10. Reading, writing and oral production as learning sources and abilities practice.
The importance of reading for the writing production
The importance of reading to word with coherent arguments
11. Reading, writing and oral production as learning sources and abilities practice.
The importance of reading for the writing production
The importance of reading to word with coherent arguments
7. The impact of technology on human development
Responsible use of information
Learning and innovation In and from the web
Programming to learn
10. The use of language and grammar role in it
Contenido central
Argumentative text
The text as resource information and new ideas
11. The relevance of language and grammar role in it
Argumentative text
The text as resource information and new ideas
7. Identify and use phrasal verbs to express different ideas.
10. Express and report what others people said
Aprendizaje esperado
11. Read instructive texts and describe actions and the object of a sentence emphasizing them rather than
the subject.
Flip classroom
Reading and writing exercises
Proceso de aprendizaje Web search
Student’s book
Oral presentation
7. The formal and informal use of English.
Contenidos específicos 10. Reporting what other people say.
11. Focusing on activities and objects.
Habilidades
socioemocionales (HSE) a Construye T program application: Social Awareness RELACIONA-T.
desarrollar

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 The student listens, interprets, and communicates relevant messages for different contexts by using appropriate means, codes
and tools.
Competencias Genéricas The student effectively participates and collaborates on diverse teams
y atributos
– Express ideas and concepts through linguistic, mathematical or graphic representations.
– He/she communicates in a second language on daily situations.

1. Identifies, orders and interprets the ideas, data and concepts explicit and implicit in a text, considering the context in which it
was generated and in which it is received.
Competencias
11. Communicates in a foreign language through a logical speech, oral or written, consistent with the communicative situation
Disciplinares

Competencias
profesionales N/A

4
 Actividades de aprendizaje
Actividad del Docente Recursos utilizados Duración

1. Presentation of the 3rd partial period: Theme: Phrasal Verbs 25 min

2. Make the Diagnostic of the topic 25 min
Dictionary online, Student’s book
3. The teacher will ask to look up more phrasal verbs and examples of them Projector 25 min
4. The teacher will ask to present an exposition about their paperwork. Audios, markers, notebooks 50 min

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

esperado

a. The student will read the definition of a 25 min Diagnostic

reading
phrasal verb
b. The student will give examples of phrasal Examples in
25 min Summative (co-evaluation) 10%
verbs. notebook
c. The students will read expository text and
Underline the
identify the phrasal verbs on the Reading. 25 min Summative (co-evaluation) 10%
phrasal verbs
d. The students will use various sources of
knowledge to identify, order and interpret
Write a list of
explicit and implicit information in a text in 50 min Summative (co-evaluation) 10%
phrasal verbs
context.

Actividades de aprendizaje
Actividad del Docente Recursos utilizados Duración
Desarrollo

5. The teacher will introduce the Reported Speech with a reading text. (Natural
50 min
Disasters) Student’s book
6. The teacher will present and explain a Language table of simple, present and Projector 50 min
modals with reported Speech. Audios, markers, notebooks
7. The teacher will present audios about the Reported speech 75 min

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 8. The teacher will ask for a writing reported speech about recent events; they have
75 min
hear they need to include, what, who, where, when it happened.

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

e. The students will read expository text and

50 min reading N/A
identify the Reported Speech on the
Reading.
f. The students will use various sources of
Underline the
knowledge to identify, order and interpret
50 min Reported Speech Summative (hetero-evaluation) 10%
explicit and implicit information in a text in
between quotes.
context.
g. The student will read examples of Reported
75 min Reading Summative (co-evaluation) 10%
Speech, simple, present and with modals.

h. The students will write report speech Reports in the

75 min Summative (hetero-evaluation) 10%
sentences, describing recent events. notebook.

Actividades de aprendizaje
Actividades del Docente Recursos utilizados Duración

9. The teacher will introduce the Simple Passive with a reading text 25 min
(Photosynthesis)
10. The teacher will present and explain a Language table of Passive Voice in
Student’s book 25 min
Cierre

Present and Past.

Projector
11. The teacher will ask to transform active voice into passive voice.
Audios, markers, notebooks 25 min
12. The teacher will ask to present their paper work about Passive Voice in Present
and Past 50 min

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

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 i. The student will identify order and interpret
25 min reading Summative (hetero-evaluation) 10%
explicit and implicit information in a text in
context.
j. The student will discuss and analyze points Power point
of view on topic of general interests in a 25 min exposition about Summative (hetero-evaluation) 10%
critical and reflective way. Passive Voice
k. The students will communicate in an A diagram to write a
25 min Summative (co-evaluation) 10%
appropriate form in diverse contexts. procedure
l. The students will develop ideas and solutions
to problems using established cognitive A diagram to explain
50 min Summative (co-evaluation) 10%
process. a procedure

Recursos por utilizar

Materiales Equipo

Student’s book
Folder, binder
Pencil, pen
Diccionario en inglés y en español o traductores electrónicos

Referencias
Bibliográficas Internet; otras fuentes

Skill Set No. 5

Schoology.com
Rubistar.4teachers.org
́ , Yolanda (2005) “Educación Basada en Competencias”.
Argudin
Duolingo
Nociones yAntecedentes.EdTrillas,México
Learn English with music (Lytrans English)
Richards, J.C & Rodgers, H (2002), Approaches and Methods in second
language teaching. C.U.P

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 Validación
Elaborado por: Recibido por: Avalado por:
GLEIBER DIAZ HERNANDEZ CBTIS 137
CECILIA CAROLINA RODRIGUEZ TORRES CBTIS 276
ABEL HERNANDEZ MARQUEZ CBTIS 135

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