Compartida por: Diana Schreckenberger
0 votos
| 2838 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 30a |
| Tema | Leer para conocer y comparar diversos aspectos propios y de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Interpretar relatos históricos para comparar aspectos culturales de México y de países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce tema, propósito y destinatario | ||||||||
| 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 you’ll start the session with a review. Use worksheet Present Perfect. |
|
||||||
| Desarrollo | 00:40 | The worksheet has four pages. Give Ss 10’ to solve. Link in the “recursos” column. Refer back to the time machine. Tell Ss you would like to visit the time of the Aztecs. Ask Ss: Have you heard the story of Popocatepetl and Iztaccihuatl? Listen to their answers. 5’ Visit the site of “The legend of Popocatepetl and Iztaccihuatl”. Have Ss take turns and read aloud. Stop and comment on the story. Elicit comments and answers to your questions from Ss with proper past and present perfect sentence structure. 15’ Link in the “recursos” column. Ask Ss if they know of stories like the Popo and the Izta from another country. Present website Wiki Mount Maunganui. Ss take turns to read introduction and Maori legend. 10’ Link in the “recursos” column. |
The legend of Popocatepetl and Iztaccihuatl 
Present Perfect 
Mountain Maunganui
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. Tell Ss you’ll continue with the legends and stories next session. |
|
||||||
| Evaluación | Relay in previous knowledge to anticipate theme. • Talk about situations where historical situations are told. • Identify, define, and clarify new words and phrases. • Read aloud to practice pronunciation. • Recognize natural aspects, flora, fauna, climate, etc. • Cultural expression, schedule, music, ways to relate to each other, dress attire and food in various events among other things related with the historical era mentioned in the story. • Compare natural aspects and cultural expressions from a historical tale, with the contemporary ones in Mexico and in English speaking countries. • Recognize differences with today’s actions. • Answer with spoken and written word to questions about different aspects narrated in a historical tale. • Write questions and answers about a historical time, location, people, vegetation, climate, etc • Shared reading questions and answers to compare information. • Express and distinguish differences and similarities, of Mexican historical and cultural aspects, and those of English speaking countries. • Adapt natural, cultural and historical aspects of a historical tale to Mexican reality. • Punctuation. • Recognize stories from a trip as a reflex of emotions and experiences of people and their culture. • Identify values and conduct belonging to English speaking countries. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2839 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 30b |
| Tema | Leer para conocer y comparar diversos aspectos propios y de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Interpretar relatos históricos para comparar aspectos culturales de México y de países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce tema, propósito y destinatario | ||||||||
| 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 of the stories from last session |
|
||||||
| Desarrollo | 00:40 | Ask Ss if they see any similitude between the two stories. Listen to their answers. 5’ T, Talk about the Maori people and how they were various tribes colonized by the British just as the Aztecs and other people in Mesoamerica were colonized by the Spaniards. Show the New Zealand Map. Link in the “recursos” column. Use Every culture Maori site as support. T, share with your Ss during class. This site contains nineteen points of information. This works best if you divide the group in teams for each team to study one point of the site and then shares with the whole group. I suggest you take 25’ for this activity. Change the geography a little and go back to the Aztec people. Tell Ss during the next session they’ll see a little of the information about that culture. 10’ |
Every culture. Maori 
New Zealand Map
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. |
|
||||||
| Evaluación | Relay in previous knowledge to anticipate theme. • Talk about situations where historical situations are told. • Identify, define, and clarify new words and phrases. • Read aloud to practice pronunciation. • Recognize natural aspects, flora, fauna, climate, etc. • Cultural expression, schedule, music, ways to relate to each other, dress attire and food in various events among other things related with the historical era mentioned in the story. • Compare natural aspects and cultural expressions from a historical tale, with the contemporary ones in Mexico and in English speaking countries. • Recognize differences with today’s actions. • Answer with spoken and written word to questions about different aspects narrated in a historical tale. • Write questions and answers about a historical time, location, people, vegetation, climate, etc • Shared reading questions and answers to compare information. • Express and distinguish differences and similarities, of Mexican historical and cultural aspects, and those of English speaking countries. • Adapt natural, cultural and historical aspects of a historical tale to Mexican reality. • Punctuation. • Recognize stories from a trip as a reflex of emotions and experiences of people and their culture. • Identify values and conduct belonging to English speaking countries. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2840 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 30c |
| Tema | Leer para conocer y comparar diversos aspectos propios y de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Interpretar relatos históricos para comparar aspectos culturales de México y de países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce tema, propósito y destinatario | ||||||||
| 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’ll start with a computer verb tense exercise. |
|
||||||
| Desarrollo | 00:40 | T, go to the Multiple Choice Exercise for Present Simple, Past Simple and Present Perfect. Link in the “recursos” column. 10’ Remind Ss about all the study points from last session regarding the Maori culture. Change geography a little. Visit the website with information about the Aztecs for kids. Link in the “recursos” column. T, you have 30’ left to complete this session. Feel free to divide the time as you feel suits your Ss needs. T, this is a great site with lots of information. On the left side there is a menu with the different study points you and your Ss can explore. There are also some options on the right side and on the body of the page. For the purpose of these session I suggest you go first with the study points presented in the body of the page: • Basic Aztec facts: Aztec foods • Basic Aztec facts: Aztec houses • Basic Aztec facts: Aztec family life • Basic Aztec facts: Aztec numbers From the options on the left side of the page: • Aztec music • Aztec writing • Aztec calendar • Flora and Fauna • Aztec stories • Aztec language T, again my recommendation is for you to have Ss work in teams. Choose five study points this session. Leave the rest including Aztec language for next session. Organize a group information exchange. Have Ss tell you among other things what their favorite aspect of Aztec life is. |
Multiple Choice Exercise for Present Simple, Past Simple and Present Perfect 
Mexicolore Aztecs for kids
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. Tell Ss they’ll continue with the information during the next session. |
|
||||||
| Evaluación | Relay in previous knowledge to anticipate theme. • Talk about situations where historical situations are told. • Identify, define, and clarify new words and phrases. • Read aloud to practice pronunciation. • Recognize natural aspects, flora, fauna, climate, etc. • Cultural expression, schedule, music, ways to relate to each other, dress attire and food in various events among other things related with the historical era mentioned in the story. • Compare natural aspects and cultural expressions from a historical tale, with the contemporary ones in Mexico and in English speaking countries. • Recognize differences with today’s actions. • Answer with spoken and written word to questions about different aspects narrated in a historical tale. • Write questions and answers about a historical time, location, people, vegetation, climate, etc • Shared reading questions and answers to compare information. • Express and distinguish differences and similarities, of Mexican historical and cultural aspects, and those of English speaking countries. • Adapt natural, cultural and historical aspects of a historical tale to Mexican reality. • Punctuation. • Recognize stories from a trip as a reflex of emotions and experiences of people and their culture. • Identify values and conduct belonging to English speaking countries. | ||||||||
Para dejar un comentario debes iniciar sesión.
Regístrate y accede a todos los beneficios
