Compartida por: Diana Schreckenberger
0 votos
| 1105 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 14a |
| Tema | Escuchar, leer y registrar información de diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Reconocer y comprender la idea principal de las noticias periodísticas de interés para la comunidad | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica tema, propósito y destinatario de una noticia | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 1. 1. T, say hello as you do following your regular routine. |
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| Desarrollo | 00:40 | 2. T, have Ss finish preparing their reporting act. 3. If you have divided the group in large teams perhaps you can have some of the teams go outside the classroom so they have room to rehearse their presentations. 4. Ask them as well, to take out their props 20’ 5. Taking turns, have Ss present their report. 6. T, remember you only have 20 minutes and Ss should know the time they have to present by now. |
Kid news podcast
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| Cierre | 00:05 | 7. Explore Ss achievements and difficulties. 8. T, say good bye following your regular routine. |
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| Evaluación | |||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1106 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 14b |
| Tema | Escuchar, leer y registrar información de diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Reconocer y comprender la idea principal de las noticias periodísticas de interés para la comunidad | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce partes de una noticia | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 2. 1. T, say hello as you do following your regular routine. |
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| Desarrollo | 00:40 | 2. T, ask your Ss to give you their opinion on the reports presented the previous class. Ask what their favorite part of the video was, the most interesting, the funniest. 5’ 3. T, let Ss know today we are going to work with something we call Direct and Indirect or Reported speech. T, I’m including an animated explanation of this topic. 4. You can show it before you present the topic to the Ss or after to reinforce your explanation. 5. It last 3.4’ give yourself 10’ for the explanation for a approximated 15’ total. 6. Now ask Ss, on the most interesting report: • What did ____________say? • On the funniest report: • What did _________________say? • On the most interesting: • What did _________________say? 7. T, have Ss use direct and indirect speech to report what the presentations where about. 10’ 8. T, tell Ss they are going to watch a video and they will need to bring a paper to the next session where they let you know what the reporter said and what the interviewed kid said. 9. T, the video last 2.25 minutes please be ready with vocabulary just in case your Ss have any questions. |
Teaching black girls to code 
Reported speech
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| Cierre | 00:05 | 10. Explore Ss achievements and difficulties. 11. T, say good bye following your regular routine. 12. Remind Ss they will need to bring their paper reporting what the people on the video said. |
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| Evaluación | |||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1107 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 14c |
| Tema | Escuchar, leer y registrar información de diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Reconocer y comprender la idea principal de las noticias periodísticas de interés para la comunidad | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce partes de una noticia | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 3. 1. T, say hello as you do following your regular routine. |
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| Desarrollo | 00:40 | 2. T, ask your Ss to give you their papers from the video they watch the last session. 5’ 3. Ask what their favorite part of the video was. T, this is your opportunity to review indirect and direct speech, pronunciation and listening comprehension. 4. Make sure to check vocabulary as well. 5. Give about two minutes to each kid if possible, if you have a large group divide it in teams and divide the time accordingly so this activity is no longer than 15’. 6. T, resume with your Ss the information they give you so they can answer the questions written on the board: • Who is being interviewed? • What is the interview about? • When is the interview taking place? • Where is the interview? • How is the interview being conducted? • Why is this interview important? 7. T, make sure you use different color markers to mark the difference between passive and active voice sentences. 10’ 8. After the questions have been answered tell you Ss they are going to work with a worksheet about passive and active voice. 10’ |
Direct and indirect speech exercise 
BBC coding video report
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| Cierre | 00:05 | 9. Explore Ss achievements and difficulties. 10. T, say good bye following your regular routine. 11. Remind Ss they will need to bring their worksheet with all the sentences completed for the next session. |
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| Evaluación | |||||||||
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