ESTRATEGIA DIDACTICA 1

DATOS GENERALES DE IDENTIFICACIÓN

PLANTEL: CBTA NO. 289 CORRAL FALSO ASIGNATURA: INGLÉS l
CCT: 12DTA0289F ESTADO: GUERRERO DOCENTE: LIC. ZAIDY ENRIQUE HERNÁNDEZ GOMEZCAÑA
FECHA DE
CARRERA: TÉCNICO AGROPECUARIO CICLO ESCOLAR 2018- 2019 IMPARTICIÓN: 20/08/2018
20/08/2018-
SEMESTRE: l GRUPO: B PERIODO DE IMPARTICIÓN: HORAS DE IMPARTICIÓN: 18
25/09/2018
ELEMENTOS DE FORMACIÓN
the students will use the elements of language to express the activities they are doing now, in the past, and to share or
PROPÓSITO DE LA ASIGNATURA: 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.
That the student is able to communicate in the English language, developing capacities to read, understand, write and express
EJE DISIPLINAR:
themselves in that language, in the different areas in which it operates.
. Communication and interpersonal relationships. Integration of learning communities Contextualization of learning communities through students' interests
COMPONENTE:
and academic experiences.
CONENIDO
CONTENIDO ESPECÍFICO APRENDIZAJE ESPERADO PRODUCTOS ESPERADOS
CENTRAL
-A written dialogue uploaded in an
Students activate previous knowledge. Students write
Collaborative work in - Collaborative work in classroom as a basis for the
and upload to an online blog a short dialogue in which online blog in which they use greetings
classroom as a basis integration of the learning community. and the questions What's your name?
they use greetings and the questions What's your
for the integration of
name? Where are you from? How old are you? and Where are you from? How old are you?
the learning
Hi, What's up! I want to know about you. How do you spell…? in order for them to get to know
community.
other individuals.
and How do you spell…? in order for
them to get to know other individuals. .
Students will
communicate, . Students are required to use verb to be in present
interact, and simple, in its interrogative form to get information from ·
-Collaborative work in classroom as a basis for the
collaborate with other people. Students design a survey to get A survey to know about people's
integration of the learning community.
others (transverse information about a person's occupation by asking occupations
axis for all subjects about his/her name, age, and objects that the
-Making questions
from Communication interviewed individual uses at work.
and Social Sciences
as disciplinary fields)
. Communication
and interpersonal
relationships. ·
Integration of Students use the affirmative form of verb to be in
learning present simple as well as personal pronouns to
A family tree providing students
communities provide their own information in written form.
How many people are there in your family? What do Students understand the use of verb to be in description and daily routine and the
Contextualization they do? What do they usually have for breakfast? descriptions and daily routines of two
of learning present simple in affirmative form and personal
members of their families
pronouns to describe people. Students use
communities
vocabulary related to family members.
through students'
interests and
academic
experiences.
COMPETENCIAS GENÉRICAS Y SUS ATRIBUTOS QUE SE FORTALECEN
4. The student listens, interprets, and 4.4 The student communicates in a second language in everyday situations.
communicates messages relevant to different 4.5 The student uses information and communication technologies to obtain information and express ideas.
contexts by using appropriate means, codes and
tools.

7. The student has initiative and interest to learn 7.3 The student articulates knowledge from various fields and establishes relationships between them and
throughout his/her life. his/her daily.

COMPETENCIAS DISIPLINARES QUE SE FORTALECEN

2. The student evaluates a text and compares its content with others´, taking into consideration previous and new knowledge.
4. Produces texts based on the normative use of the language, considering the intention and communicative situation.
11. Communicates in a foreign language through a logical speech, oral or written, consistent with the communicative situation.
Information and Reading, Oral and Written expression I
HABILIDADES TRANSVERSALIDAD
SOCIOEMOCIONALES
AUTOCONOCIMIENTO TRANSVERSALIDAD CURRICULAR Communication INTERDISIPLINAR
Technologies
DIMENSION Conoce T
ACTIVIDADES SOCIOEMOCIONALES HABILIDAD GENERAL Autoconocimiento
HABILIDAD ESPECIFICA Reconocimiento de Emociones
 ACTIVIDADES DE APRENDIZAJE.
DOSIFICACION 18 HORAS

APERTURA
ORIENTACIO
EVALUACIÓN
-NES
(TIPO /MODALIDAD
(RECOMEN-
APRENDIZAJES ACTIVIDADES DE ENSEÑANZA: EL ACTIVIDADES DE APRENDIZAJE: EL EVIDENCIA(S) DE / INSTRUMENTO /
DACIONES
ESPERADOS DOCENTE ESTUDIANTE APRENDIZAJE PONDERACIÓN)
PARA
APLICAR LA
SECUENCIA)
Presentation of the teacher, students A written dialogue
and subject frame. uploaded in an
Facilitate evaluation criteria and class online blog in Diagnostic
The student listens, interprets, and communicates
agreements. which they use 0%
messages relevant to different contexts by using
Students write and A way of diagnostic evaluation to greetings and the
appropriate means, codes and tools.
upload to an online blog provide students with a series of open questions What's
a short dialogue in questions that they accept according to your name? Where
which they use their criteria. are you from?
greetings and the
questions What's your
name? Where are you
from? How old are you?
and How do you 4.4 The student communicates in a How old are you?
spell…? in order for second language in everyday The student has initiative and interest to learn and How do you .
them to get to know situations. 4.5 The student uses throughout his/her life. spell…? in order Diagnostic
other individuals. information and communication 8. The student participates and collaborates for them to get to 0%
technologies to obtain information and effectively in groups. know other
express ideas. individuals.

Momento Construye T Actividad socioemocional

DESARROLLO
Students are The student communicates in the
The student articulates knowledge from various
required to use verb to foreign language in spoken or written Investigation Rubric
fields and establishes relationships between them
be in present simple, in discourse and in accordance with the
and his/her daily life.
its interrogative form to communication purpose and situation.
get information from
 The student participates and . The students will investigate Investigation Rubric
other people.
collaborates effectively in groups.
 Todo lo anterior pero en su localidad, recabando
la misma información de amigos y familiares.
exposition Checklist.

A family tree providing students The student listens, interprets, and communicates Preparation of a
Checklist.
description and daily routine and the messages relevant to different contexts text
descriptions and daily

 Produces texts Checklist.

- The student expresses ideas and concepts based on the
- routines of two members of their
through linguistic, mathematical or graphic normative use of
families
representations. the language,
considering the Checklist.

Students use the . Students understand the use of verb

affirmative form of verb to be in present simple in affirmative
to be in present simple form and personal pronouns to
as well as personal describe people.
pronouns to provide
their 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.
- The student respects cultural diversity, beliefs, Checklist.
values, ideas and social practices. Report
Communicates in a foreign language through a
logical speech, oral or written, consistent with the Checklist.
Report
communicative situation.

Students use vocabulary related to . The student respects cultural diversity, beliefs,
Checklist..
family members. values, ideas and social practices. Report


The student recognizes that diversity
Communicates in a foreign language through a
Students use takes place in a democratic space of Guía de
logical speech, oral or written, consistent with the Exposición
possessive adjectives to equal dignity and rights of all people, observación
communicative situation.
talk about their and rejects all forms of discrimination.
relationship with family
members. CIERRE
student's classroom. The sentences
include prepositions of place,
The student communicates in a second language in
adjectives, colors, and the structures
everyday situations..
there is/ there are/there is not/ there
are not.
Five affirmative sentences in present
simple Five negative sentences in Exam Checklist.
Follow the instructions to prepare the Exam
present simple

RECURSOS

EQUIPO: LIBROS. MATERIAL: PINTARRON, LIBRETA, MARCADORES.

 Collie, J. and Slater, S., Cambridge Skills for Fluency: Listening. Cambridge: Cambridge University Press, 2008.
Cambridge Skills for Fluency: Speaking. Cambridge: Cambridge University Press, 2008.
FUENTES DE
Hancock, M., English Pronunciation in Use, Cambridge, 2003.
INFORMACIÓN: Hashemi, l. and Thomas, B., Grammar for First Certificate, Cambridge, 2008.
VALIDACIÓN
ELABORA RECIBE AVALA
DOCENTE DEPTO. ACADÉMICO Y DE COMPETENCIAS PRESIDENTA DEL CONSEJO TECNICO ACADEMICO

LIC. ZAIDY ENRIQUE HERNÁNDEZ GOMEZCAÑA LIC. ELITH AVILES OCHOA LIC. AZUCENA VELEZ NAJERA
ACADEMI: LENGUAJE Y COMUNICACIÓN