Compartida por: Denise Salazar
1 voto
| 7607 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 32a |
| 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 | Reconoce las ideas principales del contenido de canciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the suggested exercise in the “Recursos” section and make photocopies only of page 2 for each student. Have the video ready to project it on the board. 2. Remind students about the parts of a song and ask them to say them aloud. 3. Tell students that for the recital, they will be working in teams and that you will give them some time to organize themselves at the end of the lesson. |
Song: Smile
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| Desarrollo | 00:45 | 4. Tell students that in order to choose a song for their recital, they must first recognize the main ideas in it, as well as being aware of the emotions and feelings they transmit. 5. Ask students if they know who Charlie Chaplin was and tell them that besides being an actor, a producer, a director and a writer he was also a composer. 6. Tell students they will listen to a song he wrote, interpreted by Michael Jackson. 7. Give away the photocopies and read the instructions for the first two exercises aloud. Let students listen to the song without actually watching the video and ask them to complete both exercises. 8. Review their answers as a group before students start the third exercise. Once they finish exercise three, have some volunteers share their answers with the rest of the class. |
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| Cierre | 00:10 | 9. Project the video and let students watch it. Encourage them to sing the song. Once the video is over ask some comprehension questions about it and about the song. 10. Give students some time to organize themselves into teams. There must be only 10 teams. 11. If time allows it, follow the directions of page three in the document you downloaded to do extra activities. |
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| Evaluación | Assess students’ oral and written expression levels: • Students are able to identify different emotions transmitted by a song. • Students are able to analyze a song and recognize its main idea. • Students are able to communicate with their classmates in a clear and fluent way and organize themselves into teams to work on their project. • Students have enough vocabulary that allows them to identify the main ideas in a song. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7608 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 32b |
| 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 | Entona estrofas y estribillos de canciones | ||||||||
| 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 article “10 Cool Pop Songs That Make Learning English Incredibly Easy” ready to show it to students. Write the names of the songs suggested on the Website on small papers in advance. 2. Ask students to get together with their teams and tell them it is time to focus on the songs for the recital. |
10 Cool Pop Songs That Make Learning English Incredibly Easy
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| Desarrollo | 00:20 | 3. Project the Website and show students the article “10 Cool Pop Songs That Make Learning English Incredibly Easy” and have some volunteers read the introduction aloud. Clarify any vocabulary doubts if necessary. 4. Once you get to the section with the names of the songs, tell students the songs will be assigned randomly and give away the papers with the names of the songs, one per team. |
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| Cierre | 00:35 | 5. Give students the last 35 minutes in class to do some research on their song, get the lyrics and ask them to get also the music. Walk around monitoring their work and help them if necessary. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to do research and organize the information for their presentation. • Students are able to work in teams and agree on a way to present their work and prepare the material they need. • Students have enough vocabulary that allows them to build complete and meaningful sentences to communicate with each other. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7609 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 32c |
| 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 | Entona estrofas y estribillos de canciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the website suggested in the “Recursos” section and choose one or more designs of templates and make enough photocopies for each student in advance. 2. Once students have presented their project to their classmates, have them share their individual and team experiences with the rest of the class. |
123Certificates
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| Desarrollo | 00:40 | 3. Give away the certificates once you have personalized them. 4. Write on the board the following questions and ask students to answer them individually in their notebooks: •Are the values and messages in the songs you and your classmates presented similar to the ones in Mexico? •Which song did you like the best and why? •Which song didn't you like and why? •How did singing songs in English help with your pronunciation? •Do you know any other songs in English? Write their titles. |
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| Cierre | 00:15 | 5. Have students share their answers with the rest of the class. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to recognize main ideas in songs and appreciate them as a reflection of emotions and feelings. • Students are able to understand the content of a song and to recognize their parts. • Students are able to intonate a song at the correct speed and rhythm. • Students have enough vocabulary that allows them to build complete and meaningful sentences, and to make a presentation about predicting actions. | ||||||||
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