Compartida por: Ignacio de Lucas
0 votos
| 3055 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 24a |
| Tema | Formular y responder preguntas para buscar información sobre un tema concreto | ||||||||
| Competencia a desarrollar | Reconocer y plantear preguntas para buscar información sobre un tema concreto | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica temas a partir de ilustraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. The T greets the Ss and waits for their answer. The T asks the Ss what they remember about habitats and asks them if they know what are the needs of a living thing. The T shows the Ss the videos “The needs of a plant” and “The needs of an animal”. |
The needs an animal 
The needs of a plant
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| Desarrollo | 00:35 | 2. The T asks the Ss: What do plants and animals have in common? Then asks what their differences are. The T points out that both plants and animals are part of the food chain and explains in simple words what a food chain is. The T allows the Ss to ask as many questions as they want, writes the most important questions on the board and also writes their answers. 3. The T divides the class into pairs or small groups of three. She/he tells the Ss to go to the “Habitats” activity and to fill the food chains in Sarter 1 and 2. The T asks the Ss to copy them in their notebooks. 3. Then the T writes this questionnaire on the board, filling the gaps with specifics from the game. • Who eats the xxxx in the xxxx habitat? • What is the first link in the xxxx food chain? • What is the last? The T has the Ss walk around the class asking each other the questions. |
Habitats
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| Cierre | 00:05 | 4. The T tells the Ss to sit down and ask them if they had fun. The T asks if they find the food chain interesting and to think where they go in it. The T says goodbye to the Ss. |
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| Evaluación | Verify that the Ss use the question words and are able to answer the questions properly. • Make sure the Ss write the questions in the correct word order. • Verify interaction between Ss and interest in the subject. • Observe if the children use the vocabulary words and the grammatical structures correctly. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3056 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 24b |
| Tema | Formular y responder preguntas para buscar información sobre un tema concreto | ||||||||
| Competencia a desarrollar | Reconocer y plantear preguntas para buscar información sobre un tema concreto | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica temas a partir de ilustraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. The T greets the Ss and waits for a response. The T asks themwhat they can say about the animals they have seen throughout the classes. The T asks what do they know of other animals. |
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| Desarrollo | 00:35 | 2. The T gives each S a group of cards with animals and plants pictured on them (there is a useful link on the “recursos” section). The T writes the following questions on the board: • What does the _______ eat? • Where does the ________ live? • Does it need food? Why? • Does it need soil? Why? • Does it need water? Why? The T requests the Ss to move around the classroom asking their classmates about the living things in their flashcards. They have to gather 5 different living beings from 5 different classmates. (The T may adapt the number of cards according to the size of her/his group and the time available.) |
Animal flashcards
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| Cierre | 00:05 | 3. The T asks the Ss to share the information of one of the living things they gathered. The T says goodbye to the Ss |
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| Evaluación | Verify that the Ss use the question words and are able to answer the questions properly. • Make sure the Ss write the questions in the correct word order. • Verify interaction between Ss and interest in the subject. • Observe if the children use the vocabulary words and the grammatical structures correctly. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3057 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 24c |
| Tema | Formular y responder preguntas para buscar información sobre un tema concreto | ||||||||
| Competencia a desarrollar | Reconocer y plantear preguntas para buscar información sobre un tema concreto | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica temas a partir de ilustraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. The T says hello to the Ss and wait for their response. The T asks the Ss what they remember about the science subjects that they covered over the last few weeks starting with the flowers and colors classes. |
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| Desarrollo | 00:35 | 2. The T tells the Ss to take out their notebooks and search for all the questions and answers that they have written down (there should be quite several if the T have written all the questions that have come up in the last 11 classes). The T asks some Ss to read them and clarifies any misconceptions and supports Ss in organizing their thinking, not only about the science subjects but also about how to pose questions and how to answer them (remember, this will be their guide both for language and the knowledge acquired). 3. Individually, Ss will work in the interactive activity “Questions” as a feedback practice. The link is in the “recursos” section. The T gives 10 or 15 minutes and goes over any correction needed. The T says goodbye. |
Questions
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| Cierre | 00:05 | The T checks the questionnaires and ask the Ss if they had fun and if the subjects were interesting. The T says goodbye to the Ss. |
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| Evaluación | The Ss should deliver a product from all the classwork. • Check if the Ss grasped most of the information from the classes | ||||||||
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