Compartida por: Denise Salazar
2 votos
| 6669 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 12a |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Comprender y redactar instrucciones para enfrentar una emergencia ambiental | Duración | 1 hora | ||||||
| Aprendizaje esperado | Comprende y señala el orden de los componentes, información útil y las ideas principales de un instructivo de emergencia | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the suggested Web site and have it ready to show it to students on the board. 2. Tell students that for the following three sessions they will work in teams and develop a project called: “Instruction Manual to Face an Environmental Emergency”. 3. Organize them in small groups of three or four students. |
7 Tips for Writing an Effective Instruction Manual
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511 | |||||
| Desarrollo | 00:40 | 4. Have students tell you how an instruction manual is created and let them express their ideas. 5. Show students the article “7 Tips for Writing an Effective Instruction Manual” from the suggested Web site. Use the projector so all students can see clearly. 6. Have some volunteers read aloud paragraphs of the article and focus students’ attention on the 7 tips listed. 7. Ask students to take notes or copy the list in their notebooks and start preparing for the project. |
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511 | |||||
| Cierre | 00:15 | Have students work the last 15 minutes in class, on choosing one natural disaster and deciding the type of instruction manual they will make. |
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511 | |||||
| Evaluación | Assess students' oral expression level: • Students are able to choose a topic and communicate with their classmates in a fluent way. • Students are able to work in teams and agree on a design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences and speech Assess students’ reading comprehension level: • Students are able to understand an article, its main ideas and to follow steps. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6670 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 12b |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Comprender y redactar instrucciones para enfrentar una emergencia ambiental | Duración | 1 hora | ||||||
| Aprendizaje esperado | Quita, agrega y/o cambia información para editar un instructivo | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the FEMA (Federal Emergency Management Agency) Web site suggested in the “recursos” section and print out one copy of the fact sheets you will find in the “Disaster Fact sheets for Kids-Ready Kids” section per team. Download the “Natural Disaster” worksheet and make one photocopy per team. 2. Have students get together with their project teams and ask them about the topic they chose. |
Natural Disaster 
Disaster Fact Sheets for Kids-Ready Kids (English)
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511 | |||||
| Desarrollo | 00:35 | 3. Give them the fact sheets, one per team, according to the topic they chose. 4. Have students work silently reading and collecting the most important information to prepare their instruction manual. Walk around to monitor their work and help them if necessary to clarify concepts and doubts. |
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511 | |||||
| Cierre | 00:20 | 5. Give students the photocopies of the “Natural Disaster” worksheet and have them exchange information with other teams in order to complete the charts. |
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511 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to recognize cause, consequences and actions to be taken and followed in response to natural disasters. • Students are able to work in teams and agree on a design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences. • Students are able to understand a text and its main ideas. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6671 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 12c |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Comprender y redactar instrucciones para enfrentar una emergencia ambiental | Duración | 1 horas, 20 minutos | ||||||
| Aprendizaje esperado | Quita, agrega y/o cambia 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 have the questionnaire ready to show it to the group. 2. Once students have presented their Instruction Manuals to their classmates ask them to tell you what they learned. |
Let’s get ready for Natural Disasters Self-check Questions
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511 | |||||
| Desarrollo | 00:35 | 3. Ask students to get together with their teams again in order to evaluate what they really learned. 4. Show them the “Let’s get ready for Natural Disasters Self-check Questions” on the board using the projector and ask them to answer the questions one by one with their teammates. 5. Read the questions one by one and give them enough time to answer. |
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511 | |||||
| Cierre | 00:40 | 6. Have teams exchange their answers and ask them to check their classmates’ responses. |
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511 | |||||
| Evaluación | Assess students' oral expression level: • Students are able to organize and present information in a logical sequence. • Students are able to talk about natural disasters, environmental emergencies and ways to prevent them. • Students have enough vocabulary that allows them to build complete and meaningful sentences and stories using sequence words. • Students are able to work in teams and agree on a design to present their work. Assess students’ reading comprehension level: • Students are able to understand and answer a questionnaire about how to face an environmental emergency. | ||||||||
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