Compartida por: Sylvia Benítez
3 votos
| 5183 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 6a |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer cuentos clásicos y componer una historia breve a partir de ellos | Duración | 1 horas, 10 minutos | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:20 | 1. Show to the students the video The tell-tale heart, by Edgar Allan Poe, a classic horror tale from America’s Romantic period. Is a recorded oral narration with pictures. The video has not a written version of the story. Ask the students what the story is about. The whole class discusses the answers. Show the video a second time and make sure that everyone has a basic understanding of the plot. |
The Tell-Tale Heart
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| Desarrollo | 00:30 | 2. Print a copy of the tale for each student. Then have the students read aloud it, taking turns. Suggest them to use varieties of tone, inflexion, accent, etc. Ask the students to answer the following questions: • Who is the narrator? • Describe the old man who appears in the story • Why and how does he die? • What happens to the corpse of the old man? • Describe the ending of the story. • Where does the narrator end up at the end? • What is the meaning of the tale's title? |
The tell-tale heart by Edgar Allan Poe. Text
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| Cierre | 00:20 | With the whole group discuss the students' answers to the above questions. At the end ask to the students: • Did you like the story? • What are the key events (most important) of the story? • What elements did you like the most: the characters, the atmosphere, the narration itself? • Identify the structure elements of the tale: beginning, development and ending. Listen to their answers. |
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| Evaluación | Assess students’ oral expression by: •The students understand the text. •The students are able to explain it. •The students identify the characters, the plot, the parts of the story. | ||||||||
Compartida por: Sylvia Benítez
1 voto
| 5184 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 6b |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer cuentos clásicos y componer una historia breve a partir de ellos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | Simple Past tense 1. Explain to the students that one of the first decisions for a writer beginning a new story is the choice of the narrative tense That is, will the writer use past or present tense in terms of verbs and the action of the story? Most stories are told using the simple past. It has been the prevalent format for storytelling for years and years. Tell to the students that in this class they will review the uses of the simple past of English verbs. 2. Show the video “Simple past tense” to the class. Then play it again with the sound off and invite the students to read in unison with you (or one by one, taking turns) the texts. Ask them to solve the exercise at the end of the video. |
Simple past tense
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| Desarrollo | 00:25 | 2. The students write a concise summary including positive, negative and interrogative sentences using the simple past. 3. In pairs, ask the students to write two examples of each case with regular and irregular verbs. Ask them to write the sentences in their summary. |
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| Cierre | 00:10 | 3. Have students share their examples with the class by writing them on the board. |
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| Evaluación | Assess students’ written expression by: • The students wrote a clear summary of of the subject. • The students student were engaged and participative in solving the exercise. • The students are able to write proper sentences sentences containing different uses of the simple past. | ||||||||
Compartida por: Sylvia Benítez
1 voto
| 5185 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 6c |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer cuentos clásicos y componer una historia breve a partir de ellos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:20 | 1. Project on a screen the text of the classic story The Happy Prince (1888) by Oscar Wilde. It is a beautiful tale from this remarkable Irish writer. The students read aloud, taking turns paying attention to the proper intonation, pause, emphasis, and pronunciation. The teacher must monitor this activity. |
The Happy Prince
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| Desarrollo | 00:25 | 2. Make teams of three or four students. Print the text of The Happy Prince and give a copy to each team. Ask the students to underline in red the verbs in simple past tense. Have the students write the sentences in simple past in their notebooks. |
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| Cierre | 00:15 | 3. Organize a game of questions and answers about The Happy Prince. Some questions could be: • Describe the characters of the story. • What did the prince do when he was alive? • Who was the Prince’s friend when he was a statue? • What did the swallow do for his friend? • How does the story end? |
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| Evaluación | The teacher may evaluate the students' listening comprehension level and their oral expression, communicative ability and effectiveness by: • The students understand the story's plot and events. • The students are able to identify the past tense verbs in a literary text. | ||||||||
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