Compartida por: Denise Salazar
0 votos
| 6573 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | II | Semana | 10a |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Escribir instrucciones para usar un diccionario bilingüe | Duración | 1 hora | ||||||
| Aprendizaje esperado | Quita y/o agrega información para editar un instructivo | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the Web site suggested in the “recursos” section and downloadthe “Punctuation & Capitalization” worksheet and make photocopies of both pages for each student. 2. Remind students about the types of sentences, the punctuation marks they use and the basic rules for capitalization. |
Punctuation & Capitalization
|
501 | |||||
| Desarrollo | 00:40 | 3. Give away the photocopies and have students read the chart at the beginning of the exercise. 4. Ask students to answer both pages of the exercise carefully and in silence. |
|
501 | |||||
| Cierre | 00:15 | 5. Have students get in teams of four to check and correct their paragraphs. Have them mark their mistakes in red. Allow students to look at the chart for help. |
|
501 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify and apply the rules for capitalization and punctuation. • Students have enough vocabulary that allows them to build complete and meaningful sentences, as well as brief and meaningful speeches. Assess students’ reading comprehension level: • Students areable to understand a simple reading text and to find the punctuation and capitalization mistakes to correct them. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6574 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | II | Semana | 10b |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Escribir instrucciones para usar un diccionario bilingüe | Duración | 1 hora | ||||||
| Aprendizaje esperado | Completa y compone enunciados, a partir de un modelo, para ordenarlos en una secuencia lógica | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the poster and worksheets suggested in the “recursos” section to your computer or tablet and photocopy the worksheets for each student. 2. Tell students that sentences are formed by different types of words and write and example of a sentence on the board. |
Parts of Speech Posters
|
501 | |||||
| Desarrollo | 00:25 | 3. Show students the poster “Parts of Speech Posters” on the board, using the projector and go over the 8 parts of speech. This poster can also be downloaded as a pdf file. 4. Ask students to copy each slide and the examples in their notebooks and clarify doubts when necessary. 5. Give away the photocopies of “Do you Know the Eight Parts of Speech?” worksheet and have students complete the crossword puzzle. Check their answers as a group and allow students to correct their mistakes. |
Parts of Speech Worksheet 
Do You Know the Eight Parts of Speech?
|
501 | |||||
| Cierre | 00:30 | 5. Have students work in pairs and hand them out the “Parts of Speech Worksheet”. Ask them to read the instructions and to complete the exercise accordingly. 6. Once they finish, have some volunteers share their work with the rest of the class. |
|
501 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify and describe the eight parts of speech. • Students are able to write meaningful and complete sentences with a given part of speech. • Students have enough vocabulary that allows them to build complete and meaningful sentences. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6575 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | II | Semana | 10c |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Escribir instrucciones para usar un diccionario bilingüe | Duración | 1 hora | ||||||
| Aprendizaje esperado | Completa y compone enunciados, a partir de un modelo, para ordenarlos en una secuencia lógica | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the worksheet “Connectors: and, but, because and so” suggested in the “recursos” section and make photocopies of the two pages in advance. 2. Remind students about the sequence they use when they write instructions. Explain “connectors” and their function. |
Connectors: and, but, because and so
|
501 | |||||
| Desarrollo | 00:35 | 4. Give away the photocopies and ask volunteers to read aloud the explanations for the connectors. Clarify any doubt and give some examples. 5. Read the instructions aloud and make sure students understand what to do. 6. Ask students to work individually and once they finish, check their answers as a group making sure everything is very clear before they continue with the second page of exercises. 7. Have students go over the rest of the exercises on the second page individually. Walk around to monitor their work and help them if necessary. |
|
501 | |||||
| Cierre | 00:20 | 8. Have students check their answers in the different exercises with different partners. 9. Ask some volunteers come to the front and write their answers on the board or have them tell you their answers aloud. |
|
501 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify and use connectors accurately in a sentence. • Students are able to recognize and correct statements. • Students have enough vocabulary that allows them to build complete and meaningful sentences, as well as new statements using connectors. | ||||||||
Regístrate y accede a todos los beneficios
