Compartida por: Denise Salazar
2 votos
| 8401 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 34a |
| Tema | Producir textos para participar en eventos académicos | ||||||||
| Competencia a desarrollar | Escribir acuerdos y/o desacuerdos sobre un tema de estudio para intervenir en un debate | Duración | 1 hora | ||||||
| Aprendizaje esperado | Enfatiza o matiza acuerdos y/o desacuerdos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the website suggested in the “Recursos” section, and have the “Passive Voice” online lesson ready to show to students. 2. Remind students about the past participle form of verbs including regular and irregular verbs. |
Passive Voice
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527 | |||||
| Desarrollo | 00:40 | 3. Project the lesson “Passive Voice” on the board using the beam projector for every student to see it clearly. 4. Have volunteers read each section of the lesson and write the examples on the board. 5. Ask students to analyze each example and have them take notes about them. 6. Ask students to copy the chart with the examples of the passive voice in different tenses for them to have a future reference on the topic. |
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527 | |||||
| Cierre | 00:15 | 7. Once students finish reading the lesson, organize them in teams of three and ask them to use their charts to write at least three examples of each tense using both the passive and the active voice. 8. Have some volunteers read their sentences aloud to share them with the rest of the class. |
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527 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to understand the uses and forms of the passive voice. • Students are able to identify sentences in the active and the passive voice. • Students are able to understand the changes made in the passive voice in different tenses. • Students areable to work in teams and to write their own sentences using the passive and active voice. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8402 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 34b |
| Tema | Producir textos para participar en eventos académicos | ||||||||
| Competencia a desarrollar | Escribir acuerdos y/o desacuerdos sobre un tema de estudio para intervenir en un debate | Duración | 1 hora | ||||||
| Aprendizaje esperado | Enfatiza o matiza acuerdos y/o desacuerdos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Grammar Exercises – The Passive Voice” online exercise suggested in the “Recursos” section ready to show it to students. 2. Remind students about the uses and functions of the active and passive voice and the modifications they need to make to change between these two forms of speech. |
Grammar Exercises - The Passive Voice
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527 | |||||
| Desarrollo | 00:25 | 3. Use the beam projector and show students the exercise on the board. 4. Read the instructions at the beginning of each exercise aloud and make sure students understand what to do every time. 5. Ask students to copy the exercises from each section as well as the instructions in their notebooks and once they finish, have them solve the exercise individually. 6. Once students finish solving the three sections, focus their attention on the “Warning” section in the page and have them check their work. |
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527 | |||||
| Cierre | 00:30 | 7. Organize students in pairs and have them to review their answers with a partner. 8. Ask volunteers to read their answers aloud as you complete the exercise with their answers on the website. Make sure every student participates. 9. Click on the “Check” button at the end of the page for students to see the answers. Discuss their mistakes as a group and allow students to correct them. |
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527 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify sentences in the active and passive voice. • Students are able to write meaningful and complete sentences using the passive and the active voice. • Students have enough vocabulary that allows them to understand and complete meaningful sentences in different tenses using the passive and the active voice. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8403 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 34c |
| Tema | Producir textos para participar en eventos académicos | ||||||||
| Competencia a desarrollar | Escribir acuerdos y/o desacuerdos sobre un tema de estudio para intervenir en un debate | Duración | 1 hora | ||||||
| Aprendizaje esperado | Redacta textos breves que expresan acuerdos y/o desacuerdos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the exercise “Reflexive Pronouns” suggested in the “Recursos” section to your computer or tablet and make photocopies for each student in advance. Print the answer key for you to review students’ answers. 2. Remind students about the subject pronouns and possessive adjectives and ask them to help you write them on the board. |
Reflexive Pronouns
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527 | |||||
| Desarrollo | 00:35 | 3. Give away the photocopies to each student and have them focus their attention on the chart at the beginning of the worksheet. 4. Go over each type of pronouns and have volunteers read the examples. 5. Clarify any possible doubts and then, ask students to answer the exercises individually. 6. Once students finish completing the exercise, ask them to exchange their papers with another student and have them mark their answers. |
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527 | |||||
| Cierre | 00:20 | 7. Have some volunteers pass to the front and write their answers for everyone to see them and discuss them as a group. |
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527 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify and differentiate the subject pronouns, possessive adjectives and reflexive pronouns. • Students are able to complete sentences using the three types of pronouns. • Students are able to understand the differences between the subject pronouns, possessive adjectives and reflexive pronouns as well as their functions and uses. • Students have enough vocabulary that allows them to understand and complete sentences, using reflexive pronouns. | ||||||||
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