Compartida por: Denise Salazar
0 votos
| 7601 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 30a |
| 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 “Antonym Jeopardy” game suggested in the “Recursos” section ready to project. 2. Remind students that antonyms are words that are NOT similar, that is, they are opposites. 3. Write the underlined words on the board and have students tell you their antonyms: hot – cold; dirty – clean; fast – slow; happy – sad; etc. |
Antonym Jeopardy
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| Desarrollo | 00:40 | 4. Divide the group into 4 or 6 teams instead of 2, in order to have more students to participate in the game and keep track of their turns as well as of their scores. 5. Project the game using a beam projector for every student to watch it and explain the directions to play it. 6. Have each team choose a category with a specific value. Read the question and have students dictate you the answer. 7. Click on the “Submit” button to see the answer. If the answer is correct, the team will win the points, if it is not, they will lose them. |
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| Cierre | 00:10 | 8. As students are playing, have them notice other words they can use as antonyms of the word. 9. Once the game is over, add up all the points to see who is the winner. 10. Challenge students to make a list of the adjectives from the game they can remember, along with their antonyms. 11. Ask some volunteers to pass to the front and write their examples on the board to share with the whole class. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to recognize adjectives and their antonyms. • Students are able to make a list of adjectives along with their correspondent antonym. • Students have enough vocabulary that allows them to name antonyms of given adjectives. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7602 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 30b |
| 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 | Formula y responde preguntas sobre el tratamiento de la información | ||||||||
| 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 “Present Continuous – Practice Forming Present Continuous” exercise ready to project it on the board. 2. Remind students we use the Present Continuous tense to talk about activities happening now or in the near future, especially for planned future events, and write one or two examples on the board. |
Present Continuous – Practice Forming Present Continuous
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| Desarrollo | 00:35 | 3. Have students notice the –ing form of the verbs and the use of the verb to be. 4. Show students the exercise on the board, using the beam projector and read the instructions for the first section aloud. 5. Give students enough time to copy the exercise in their notebooks and ask them to answer it individually. 6. Once all students have finished the exercise, ask some volunteers to share their answers and to complete the statements with the correct form of the verb. 7. Read the instructions for the next exercise and have students write the sentences in their notebook in the correct order. 8. Have some volunteers share their answers with the rest of the group. |
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| Cierre | 00:20 | 9. Have students interchange their notebooks with other classmates and ask them to grade their work. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify the uses and functions of the present continuous tense. • Students are able to make different sentences in the present continuous tense in affirmative, negative and interrogative form. • Students have enough vocabulary that allows them to build complete and meaningful sentences using the present continuous tense. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7603 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 30c |
| 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 | Formula y responde preguntas sobre el tratamiento de la información | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Past Continuous in Pictures” presentation/document from the Website suggested in the “Recursos” section to your computer or tablet. 2. Remind students about the uses and functions of the past continuous and have them give you some examples. |
Past Continuous in Pictures
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| Desarrollo | 00:35 | 3. Before starting the lesson, review the past tense of the verb to be and the –ing form of the verbs. 4. Project the “Past Continuous in Pictures” presentation on the board using a projector for students to see it. 5. Go over each page of the presentation and clarify any possible doubts as you pass the slides. 6. Ask volunteers to complete the exercises included in the presentation and correct them if necessary. |
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| Cierre | 00:20 | 7. Ask students to work in pairs to write down sentences using the past continuous tense. 8. Ask some volunteers to share their sentences with the rest of the class. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify and use the past continuous tense. • Students are able to recognize the structures used to form the past continuous. • Students have enough vocabulary that allows them to build complete and meaningful sentences using the past continuous. | ||||||||
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