Compartida por: Denise Salazar
1 voto
| 7604 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 31a |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer e interpretar canciones para reconocer valores humanos en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Compara información usando expresiones conocidas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Past Tense – Regular Verbs” exercise suggested in the “Recursos” section ready to project it to students. 2. Remind students there are two types of verbs (regular and irregular) and have students give you some examples. |
Past tense – Regular Verbs
|
506 | |||||
| Desarrollo | 00:35 | 3. Project the exercise on the board using the projector and focus their attention on the endings of the verbs. Clarify doubts if necessary. 4. Give students enough time to copy the exercise in their notebooks and ask them to solve it individually. |
|
506 | |||||
| Cierre | 00:20 | 5. Once students finish the exercise, ask them to get in pairs and have them review their classmates’ answers. 6. Have students share their examples with another pair to make corrections. 7. Click the “show answers” button and allow students to correct their mistakes. |
|
506 | |||||
| Evaluación | Assess students' oral expression level: • Students are able to identify the uses and forms of regular verbs in the past tense. • Students are able to complete statements using the past tense. • Students have enough vocabulary that allows them to write sentences correctly using the past tense. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7605 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 31b |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer e interpretar canciones para reconocer valores humanos en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Compara información usando expresiones conocidas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Have the “Past Tense Irregular Verbs” game ready to project it to students on the board. 2. Remind students about the two types of verbs (regular and irregular) and have students give you some examples of irregular verbs. |
Past Tense Irregular Verbs English Grammar Games
|
506 | |||||
| Desarrollo | 00:25 | 3. Organize students in teams of three or four members and ask them to have a piece of paper with the names of the team members ready to use. 4. Project the game on the board using the projector for every student to read the information. 5. Tell students they have to read the statements and complete them using the correct verb in the past tense. 6. Tell students they will have only 30 to 50 seconds to write their answers on the paper and start the game. |
|
506 | |||||
| Cierre | 00:25 | 7. Once you reach the end of the sentences, ask students to exchange their papers with another team. 8. Start the exercise again and have some volunteers tell you the answers so they can review their classmates’ work. 9. Have students exchange their papers again and ask each team to count down their correct marks to see who is the winner. |
|
506 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify the uses and forms of irregular verbs in the past tense. • Students are able to complete statements using the past tense. • Students have enough vocabulary that allows them to complete sentences correctly using the past tense. | ||||||||
Compartida por: Denise Salazar
1 voto
| 7606 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 31c |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer e interpretar canciones para reconocer valores humanos en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Detecta ritmo, velocidad y entonación de canciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “HELP! What is a VERSE, CHORUS, & BRIDGE” video ready to show it to students. 2. Tell students that for the following four sessions they will work in the development of this unit’s project called “Recital” and ask them if they know what a recital is. Elicit answers and clarify doubts if necessary. |
HELP! What is a VERSE, CHORUS, & BRIDGE
|
506 | |||||
| Desarrollo | 00:25 | 3. Ask some volunteers to tell you what they know about songs and once they finish, write on the board the words: “verse”, “chorus” and “bridge” and elicit students for their meanings. 4. Project the video of the “HELP! What is a VERSE, CHORUS, & BRIDGE” on the board for every student to watch using the projector and ask students to listen carefully. 5. Play the video and pause it whenever you think it is necessary. 6. Have volunteers help you define the vocabulary words you wrote on the board based on what they learned in the video. |
|
506 | |||||
| Cierre | 00:30 | 7. Have students work in pairs to write the definition of these words in their notebooks. Walk around and help them if necessary. 8. Ask students to share their definitions with the rest of the class and to complement their own definition if necessary. |
|
506 | |||||
| Evaluación | Assess students’ oral and written expression levels: • Students are able to recognize the parts of a song and to define each of them. • Students are able to understand the general meaning and main ideas of a video. • Students have enough vocabulary that allows them to understand and write definitions on a specific topic. | ||||||||
Regístrate y accede a todos los beneficios
