Compartida por: Sylvia Benítez
1 voto
| 5204 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 5a |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | New project. Make a comic strip of a fantastic story. 1. Discuss with the class the project for the next weeks: To draw and write a comic strip. The class will read fantastic stories and practice with the characters' description. Ask the students: What is a fantastic story? Brainstorm the students about the fantastic comics they like: • What is your favorite comic? • What characters do you like? • What kind of stories would you like to write? |
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| Desarrollo | 00:35 | 2. Show to the students the trailer of the movie How to train your dragon 2 and discuss it with the class: What kind of environment do you find in the story? Who are the main characters? Is the plot possible in the real life? Is this a fantastic story? Show the material about Fantastic definition and meanings to the class. Ask the students to read aloud, by turns, some of the definitions. Look in the dictionary for the unknown words. 2. Let the students choose the best definition for a comic book with imaginary characters. Ask the students to write in their notebooks some titles and characters they like, under the title “Fantastic stories”. |
Fantastic Literature 
How to Train your Dragon trailer
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| Cierre | 00:10 | 3. Students will work in pairs. Let the students choose their partners and write the list of the pairs on the board. Give to the students the links where they can find tools to create comics The students must study them during a week and choose one to do the project. They can also choose to do their own drawings. |
Tools for making comics 
Comic creator 
Crea un cómic
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| Evaluación | Assess students’ learning by: • The student expresses ideas and proposals for the activity. • The student has a vocabulary that allows him to explain what he wants to say. • The student is able to explain an opinion. Writing: • Review the written definitions of fantastic the students do. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5205 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 5b |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | A fantastic story. The Hobbit. 1. Show the trailer of the motion picture The Hobbit. An unexpected journey, based on the novel by J.R.R. Tolkien. 2. Ask the students: • After seeing the trailer, what is the story about? • What kind of characters appear in the trailer? • Does Bilbo Baggins want to live this adventure? • What is the meaning of burglar? • What do you think about the story? Do you like it? • Which elements make this story a fantastic one? 3. Ask the students to look for the unknown words in a dictionary. Show the video again. |
The Hobbit´s trailers and text
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| Desarrollo | 00:25 | 4. Give the students the link to The Hobbit text, and if it is possible, download it. 5. Read the three first paragraphs of Chapter I, An unexpected party, in page 7. There is the description of the hobbit's home and the environment. Look for the unknown words in the dictionary. 6. Working in pairs, ask the students to answer: • Is a hobbit hole comfortable or not? • How is the door of the Bilbo Baggins' hobbit-hole? • How is the interior of the hobbit-hole? • What is the name of Bilbo Baggins' neighbourhood? • What did people think about the Baggins? • Why the left-handed rooms are better than the others? • Is there any stair in a hobbit-hole? |
The Hobbit´s trailers and text
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| Cierre | 00:10 | 7. Ask the students to share their answers with their classmates. Ask some students to write some of the answers on the board and check them with the class. 8. Ask the students to write the new words learned and their meanings on their notebooks. |
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| Evaluación | • Assess listening and comprehension by the answers to que questionnaire. • Assess writing expression by the sentences the students wrote. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5206 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 5c |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | Physical descriptions 1. Show the video “What do you look like?” where some boys and girls describe themselves. 2. Ask the students to write sentences describing each one of the following persons, giving information about their hair and face, their height, build and general appearance. • Yourself • A neighbor • Your best friend • Your ideal of a handsome boy / a beautiful girl |
What Do You Look Like?
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| Desarrollo | 00:25 | 3. Show the video about physical description. 4. Play a guessing game with the students. Call one of them to the front to describe a celebrity or public figure. She/he gives some clues, for example: He’s/ she’s a pop star/politician/sports star. The other students try to guess who the celebrity is? |
Physical description
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| Cierre | 00:20 | 5. Play by turns the Physical description game in the classroom. Each student must complete a sentence with the appropriate word. 6. As homework, ask the students to make a list of some adjectives used to describe the physical appearance of a person. |
Physical description game
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| Evaluación | Assess students’ learning by: • The student is able to use adjectives and nouns to describe a person. • The student can make sentences describing the physical appearance of a person. • The student participation in games and activities. | ||||||||
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