Compartida por: Diana Schreckenberger
0 votos
| 2372 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 22a |
| Tema | Participar en juegos de lenguaje con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Escribir preguntas para obtener información de los productos naturales del campo | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Relee palabras y partes de un texto | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T, say hello as you do following your regular routine. Tell Ss today they are going to have a very interesting Bingo game. |
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| Desarrollo | 00:40 | T, have Bingo boards ready to play. This Bingo game contains a lot of vocabulary. Please make sure you read it before hand. Most words are words Ss should know by now but it is always better to double check. 10’ Give Ss a worksheet for the matching game. 5’ Link in the “recursos” column. Have Ssplay a cereal matching game. Ss work in pairs. Link in the “recursos” column. 5’ T, have printed on board paper the following statements and questions, word by word. I like cereal (3 cards) I don’t like cereal (4 cards) Do you like_______? (4 cards) Yes, I do (3 cards) No, I don’t. (3 cards) Vegetables Fruits Have Ss work in two teams. T, place the cards in different areas of the classroom. T, call a sentence. Remember you can replace the word cereal for fruits or vegetables. Teams try to find the words that belong to that sentence. Team puts it together. The team who finishes first wins. 15’ Sing the farming song 5’. Link in the “recursos”column. |
Food and Drink Bingo 
Food and drink matching 
The planting song
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| Cierre | 00:05 | T, say goodbye with your regular routine. Tell Ss that if they still have their wheatgrass, to keep an eye on it! |
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| Evaluación | Predict content from previous knowledge and illustrations. • Identifies book cover; title, index and back cover. • Recognizes purpose and receiver. • Reads aloud. • Clarifies the meaning of unknown words using a bilingual dictionary • Identifies characteristics such as size, color, flavor etc. of fruits and vegetables when ask about them e.g. What is the size of…? What color is…? • Does it taste good? Etc. • Identifies written questions and the use of question marks. • Identifies the correct words to form questions. • Completes question models to obtain information. • Recognizes graphic and text. • Understands relationship between text and images. • Recognizes question marks. • Vocabulary needed for this social practice. •Punctuation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2373 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 22b |
| Tema | Participar en juegos de lenguaje con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Escribir preguntas para obtener información de los productos naturales del campo | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Relee palabras y partes de un texto | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T, say hello as you do following your regular routine. Tell Ss today they are going to have a very interesting Bingo game. |
|
||||||
| Desarrollo | 00:40 | T, have Bingo boards ready to play. This Bingo game contains a lot of vocabulary. Please make sure you read it before hand. Most words are words Ss should know by now but it is always better to double check. 10’ Give Ss a worksheet for the matching game. 5’ Link in the “recursos” column. Have Ssplay a cereal matching game. Ss work in pairs . Link in the “recursos” column. 5’ T, have printed on board paper the following statements and questions, word by word. I like cereal (3 cards) I don’t like cereal (4 cards) Do you like_______? ( 4 cards) Yes, I do (3 cards) No, I don’t. (3 cards) Vegetables Fruits Have Ss work in two teams. T, place the cards in different areas of the classroom. T, call a sentence. Remember you can replace the word cereal for fruits or vegetables. Teams try to find the words that belong to that sentence. Team puts it together. The team who finishes first wins. 15’ Sing the farming song 5’. Link in the “recursos” column. |
Food and Drink Bingo
Food and drink matching
The planting song
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. Tell Ss that if they still have their wheatgrass, to keep an eye on it! |
|
||||||
| Evaluación | Predict content from previous knowledge and illustrations. • Identifies book cover; title, index and back cover. • Recognizes purpose and receiver. • Reads aloud. • Clarifies the meaning of unknown words using a bilingual dictionary • Identifies characteristics such as size, color, flavor etc. of fruits and vegetables when ask about them e.g. What is the size of…? What color is…? • Does it taste good? Etc. • Identifies written questions and the use of question marks. • Identifies the correct words to form questions. • Completes question models to obtain information. • Recognizes graphic and text. • Understands relationship between text and images. • Recognizes question marks. • Vocabulary needed for this social practice. • Punctuation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2374 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 22c |
| Tema | Participar en juegos de lenguaje con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Escribir preguntas para obtener información de los productos naturales del campo | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Relee palabras y partes de un texto | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T, say hello as you do following your regular routine. Tell Ss today they are going to have a very interesting Bingo game. |
|
||||||
| Desarrollo | 00:40 | T, have Bingo boards ready to play. This Bingo game contains a lot of vocabulary. Please make sure you read it before hand. Most words are words Ss should know by now but it is always better to double check. 10’ Give Ss a worksheet for the matching game. 5’ Link in the “recursos” column. Have Ssplay a cereal matching game. Ss work in pairs . Link in the “recursos” column. 5’ T, have printed on board paper the following statements and questions, word by word. I like cereal (3 cards) I don’t like cereal (4 cards) Do you like_______? ( 4 cards) Yes, I do (3 cards) No, I don’t. (3 cards) Vegetables Fruits Have Ss work in two teams. T, place the cards in different areas of the classroom. T, call a sentence. Remember you can replace the word cereal for fruits or vegetables. Teams try to find the words that belong to that sentence. Team puts it together. The team who finishes first wins. 15’ Sing the farming song 5’. Link in the Recursos column. |
Food and Drink Bingo
Food and drink matching
The planting song
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. Tell Ss that if they still have their wheatgrass, to keep an eye on it! |
|
||||||
| Evaluación | Predict content from previous knowledge and illustrations. • Identifies book cover; title, index and back cover. • Recognizes purpose and receiver. • Reads aloud. • Clarifies the meaning of unknown words using a bilingual dictionary • Identifies characteristics such as size, color, flavor etc. of fruits and vegetables when ask about them e.g. What is the size of…? What color is…? • Does it taste good? Etc. • Identifies written questions and the use of question marks. • Identifies the correct words to form questions. • Completes question models to obtain information. • Recognizes graphic and text. • Understands relationship between text and images. • Recognizes question marks. • Vocabulary needed for this social practice. •Punctuation. | ||||||||
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