Compartida por: Diana Schreckenberger
0 votos
| 2829 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 27a |
| Tema | Leer y escribir recados y cartas | ||||||||
| Competencia a desarrollar | Comprender y responder invitaciones mediante cartas | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica propósito, función, destinatario y remitente de distintas invitaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. Remind Ss you broke your sister’s favorite mirror and you need to apologize for that. |
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| Desarrollo | 00:40 | Modal review: Ask Ss what they would say. • What should you tell her? • What must you say for her to forgive you? • What could you do? Maybe, you need to buy a new mirror Write questions on the board. Have Ss give you answers. 5’ Thank Ss for their ideas and tell them to pretend they can write their own letter of apology as if they were Cruela DVille, Maleficent or any villain of the Justice Leage, Xmen; The Avengers, etc if they want to. Show the Letter of Apology from the “recursos” link. Walk them to the steps they letter template suggests. 5’ T, you decide if it’s OK for Ss to work individually or in teams. 10’ When they finish their letters have them work in a Modals exercise. Link in the “recursos” column. 10’ Ask for volunteers to go to the front and read and act out the letter of apology. Choose five or more if possible. 10’ |
Modals Exercise. English exercises.org 
Letter of Apology
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| Cierre | 00:05 | T, say goodbye with your regular routine. Thank Ss again for their help with the letter writing and remind them of your brother who lives in _________. Next session they’ll help you write a friendly letter to him. |
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| Evaluación | • Explore different kinds of invitations. • Infer purpose. • Distinguish parts of the invitation. • Find the right order of a letter. • Identify receiver. • Recognize situations when letters are used. • Interpret invitations in letters. • Recognize register. • Determine the nature of the invitation: sad, happy, family, community, public, private, free or not, etc. • Classify invitations from the formality or informality of them. • Write sentences about date, time and place of the event. • Identify elements of what is expected to respond e.g. bring something; confirm assistance etc. • Make sure all elements of an invitation are complete and answered. • Write information of sender and receiver. • Recognize structure; greeting, message, good bye. • Textual components: place, date, signature, addressee, etc. • Vocabulary necessary for the social use of the practice. • Verbal tense: Future. • Modal verbs. • Possessive pronouns. • Countable and uncountable nouns. • Punctuation. • Abbreviations. • Show courtesy. • Use of language to propose and invite. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2830 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 27b |
| Tema | Leer y escribir recados y cartas | ||||||||
| Competencia a desarrollar | Comprender y responder invitaciones mediante cartas | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica propósito, función, destinatario y remitente de distintas invitaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. T, start a conversation by referring to the fact that sometimes it is hard to start writing a letter. |
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| Desarrollo | 00:40 | Show Ss the letter Arthur Read wrote to his friend Buster Baxter. Get their opinions on the letter. 5’ Link in the “recursos” column. Show the parts of a friendly letter PP presentation. Link in the “recursos” column. T, this is great material as a resource for you and as a learning tool for your SS. Please make some time to take a look at it before the class. Pages 14, 15 and 16 are exercises which can be done as a group activity. 15’ Page 17 has a link to a web site; unfortunately the link to the exercise was not found. I suggest you skip this page for now and go back to it if you have to explore and fish for new resources. Page 18, provides Ss with an opportunity to write a friendly letter about Halloween. 5’ Page 19, is a five question review. 5’ Page 20, invites Ss to write a letter of their own, in regards to a celebration they’ve participated in. This page will be a homework page. Remind Ss that in your case, you want to tell your brother about your BD celebration. Ask Ss to come up with a celebration of their own and have them write a letter to their classmate in the opposite side of the classroom. Don’t forget to place the letters in an envelope and have Ss “send” the letter by “classroom mail” T asks: Who can tell me what classroom mail is? Well for classroom mail to work, Ss need to wrap or decorate and bring an empty shoe box or any box of more or less the same dimensions to be their personal mail box. T, explains that Ss will address envelopes as: Mary J. Smith First chair second row Mrs. P classroom 6th. grade _____ _______ Elementary School They’ll have to bring their finished letter next session; place the letter in the “mail box” installed in the T’s desk. T, you’ll have to collect all letters and place them in the corresponding mailbox during the next session. 10’ |
Addressing an envelope 
Parts of a friendly letter PPpresentation 
How to write a letter. Complain
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| Cierre | 00:05 | T, say good bye with your regular routine. Hand out copies of the pdf.document “addressing an envelope” to SS. |
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| Evaluación | • Explore different kinds of invitations. • Infer purpose. • Distinguish parts of the invitation. • Find the right order of a letter. • Identify receiver. • Recognize situations when letters are used. • Interpret invitations in letters. • Recognize register. • Determine the nature of the invitation: sad, happy, family, community, public, private, free or not, etc. • Classify invitations from the formality or informality of them. • Write sentences about date, time and place of the event. • Identify elements of what is expected to respond e.g. bring something; confirm assistance etc. • Make sure all elements of an invitation are complete and answered. • Write information of sender and receiver. • Recognize structure; greeting, message, goodbye. • Textual components: place, date, signature, addressee, etc. • Vocabulary necessary for the social use of the practice. • Verbal tense: Future. • Modal verbs. • Possessive pronouns. • Countable and uncountable nouns. • Punctuation. • Abbreviations. • Show courtesy. • Use of language to propose and invite. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2831 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 27c |
| Tema | Leer y escribir recados y cartas | ||||||||
| Competencia a desarrollar | Comprender y responder invitaciones mediante cartas | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica propósito, función, destinatario y remitente de distintas invitaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. Thank Ss for their help last session. Ask if they brought their letters. |
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| Desarrollo | 00:40 | T, have Ss hold their letter up high to show them to you. Review as a group activity, that all envelopes are correctly addressed. 5’ Have Ss come to the front and deposit their envelopes in the T’s mail box placed on the desk. 10’ Continue the session today with a computer activity review. Type a friendly letter. Link in the “recursos” column. T, remind Ss you moved into a new place and want to let all your friends and family know about it. The letter they type should have this information in its body. 10’ T, tell Ss you found a letter written by one of the three little Pigs to all his friends when he moved in to his new house and you’ll like to share it with them. Show Letter writing-house warming PP presentation. This is a Notebook Express presentation. I suggest you open it with that program. If you have problems opening the presentation, click on it and enlarge the image so Ss are able to read it. There is a mistake in the text. It says Pit two instead of Pig two. Use this mistake to remind your Ss that it is always helpful to read letters a couple of times before sending. 10’ Give Ss the cut and paste worksheet for them to solve. 5’ Link in the “recursos” column. T, while Ss solve the worksheet you must take all the letters and make sure none is missing. They’ll be distributed during our next session. If they don’t finish it they can do it as homework. |
Friendly letters to friends 
Friendly letter cut and paste 
How to write a friendly letter. Abcya
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| Cierre | 00:05 | T, say goodbye with your regular routine. Make sure all Ss have their mailboxes in place. Tell Ss to keep an eye on them to find out about their letters. |
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| Evaluación | • Explore different kinds of invitations. • Infer purpose. • Distinguish parts of the invitation. • Find the right order of a letter. • Identify receiver. • Recognize situations when letters are used. • Interpret invitations in letters. • Recognize register. • Determine the nature of the invitation: sad, happy, family, community, public, private, free or not, etc. • Classify invitations from the formality or informality of them. • Write sentences about date, time and place of the event. • Identify elements of what is expected to respond e.g. bring something; confirm assistance etc. • Make sure all elements of an invitation are complete and answered. • Write information of sender and receiver. • Recognize structure; greeting, message, goodbye. • Textual components: place, date, signature, addressee, etc. • Vocabulary necessary for the social use of the practice. • Verbal tense: Future. • Modal verbs. • Possessive pronouns. • Countable and uncountable nouns. • Punctuation. • Abbreviations. • Show courtesy. • Use of language to propose and invite. | ||||||||
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