Compartida por: Denise Salazar
0 votos
| 7589 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 26a |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Intercambiar preferencias y animadversiones en un diálogo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa el sentido general para entablar un diálogo | ||||||||
| 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 “Talking about likes and dislikes” explanation ready to project it on the board. 2. Remind students about the different hobbies and free time activities and have them give you some examples. |
Talking about likes and dislikes
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| Desarrollo | 00:40 | 3. Project the explanation and have volunteers read each of the sections as well as the examples. 4. Ask students to copy the different ways to expressing likes and dislikes in their notebooks. 5. Organize students in teams of three and have them write at a sentence using each of the expressions. 6. Read aloud the section “Things to remember about likes and dislikes” and make sure students understand it. |
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| Cierre | 00:15 | 7. Ask students to work with their teammates to create a dialogue like the one presented at the end of the page. Walk around to monitor their work and help them with any doubt they have and with spelling. 8. Give them enough time to practice their dialogue and once they finish, have them pass to the front to perform for the rest of the class. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify expressions for likes and dislikes. • Students are able to choose the correct form of the verb to make sentences that express their likes and dislikes. • Students have enough vocabulary that allows them to build complete and meaningful sentences and to write a dialogue. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7590 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 26b |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Intercambiar preferencias y animadversiones en un diálogo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Formula preguntas para resolver dudas | ||||||||
| 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 “Asking Questions in English” lesson ready to project it on the board. 2. Ask students if they remember what they need to get information, elicit their answers and remind them about direct and indirect questions. . |
Asking Questions in English
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| Desarrollo | 00:35 | 3. Show students the lesson on the board, using the projector and read the first section. 4. Focus on the direct questions and have some volunteers read only sections 1 and 2. 5. Have students copy the necessary information on auxiliary verbs and some examples. 6. Ask students to copy the exercises in their notebooks and have them solve them with a partner. 7. Once you get to section 2, remind students about the question words and have them tell you their meanings and how to use each of them |
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| Cierre | 00:20 | 8. Ask students to work with their partners and have them write information questions using each of the question words. 9. Walk around to monitor their work and help them by giving them ideas for their questions if necessary. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify and use different types of questions to ask for information. • Students are able to discriminate the use of direct and indirect questions, as well as questions using question words. • Students have enough vocabulary that allows them to build complete and meaningful questions to obtain information. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7591 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 26c |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Intercambiar preferencias y animadversiones en un diálogo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Reconoce conductas de hablantes y oyentes que apoyan la construcción de significado | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the lesson “Tag question” suggested in the “Recursos” section ready to show it to students 2. Remind students about the different types of questions and elicit some examples. |
Tag Questions
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| Desarrollo | 00:35 | 3. Show students the lesson on the board, using the projector and read the first section. 4. Go over each of the examples and clarify any doubts. Give some other examples if necessary or ask students for examples of their own. 5. Go over the rules and have some volunteers read the example sentences, the statement, the question tag and the tag question. Copy some representative examples on the board for further explanations if necessary. 6. Ask students to copy the summary table at the end of the page in their notebooks. |
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| Cierre | 00:20 | 7. Have students write at least 10 sentences on a sheet of paper and once they finish, have them interchange their sentences with a partner. 8. Students should now write a tag question for each sentence their partner wrote. Once they finish, have them return the sheet to their classmates to check it. 9. Ask some volunteers to pass to the front to share their work. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to affirmative and negative sentences in different tenses. • Students are able to recognize auxiliaries used in different tenses. • Students are able to write tag questions using the correct tense. • Students have enough vocabulary that allows them to build tag questions from given sentences. | ||||||||
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Regístrate y accede a todos los beneficios
Ricardo Sait 23 de Septiembre de 2021
nice