Compartida por: Denise Salazar
0 votos
| 6672 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 13a |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Componer diálogos e intervenciones para un cortometraje mudo | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Compone expresiones para producir intercambios orales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Prepare photocopies of the worksheet suggested in the “recursos” section for each student in advance. 2. Remind students about the four different types of sentences (declarative, imperative, interrogative, exclamatory) and have them give you an example or two of each type. |
Kinds of sentences
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511 | |||||
| Desarrollo | 00:40 | 3. Give away the photocopies to each student and read aloud the explanation at the beginning of the sheet. 4. Tell students in this exercise, they have to classify the sentences by using the number that corresponds to each type of sentence. 5. Ask students to work on the exercise individually and in silence. |
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511 | |||||
| Cierre | 00:05 | 6. Once students finish, have some volunteers read aloud their answers to the rest of their classmates. Ask them to be careful with intonation. |
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511 | |||||
| Evaluación | Assess students' oral expression level: • Students are able to identify and classify different types of sentences and give each of them the correct intonation. • Students are able to read aloud different types of sentences in a fluent and clear way. • Students have enough vocabulary that allows them to build complete and meaningful sentences. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6673 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 13b |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Componer diálogos e intervenciones para un cortometraje mudo | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Compone expresiones para producir intercambios orales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the Web site in the “recursos” section opened and ready to show it to students as well as photocopies of the suggested worksheet for each student. 2. Remind students about open and closed questions. Tell them that closed questions ask for yes or no answers only, but that open questions, ask for specific information. |
Question Words 
Wh-questions
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512 | |||||
| Desarrollo | 00:40 | 3. Show students the poster “Question Words” and have them infer the meaning and intention of each of the question words. 4. Ask them to copy the “Explanation” section in their notebooks and then go over the rest of the information for students to read about the most common questions and clarify any doubts if necessary. |
|
512 | |||||
| Cierre | 00:05 | 5. Give away the photocopies of the “Wh- questions” worksheet and have students solve the activity in pairs. 6. To review their work, ask some volunteers to read their answers aloud to the rest of the class. |
|
512 | |||||
| Evaluación | Assess students' oral expression level: • Students are able to identify and differentiate types of Wh- questions. • Students are able to formulate and answer questions about specific information. • Students have enough vocabulary that allows them to build complete and meaningful interrogative sentences. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6674 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 13c |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Componer diálogos e intervenciones para un cortometraje mudo | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Compone expresiones para producir intercambios orales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Kinds of Adverbs” website ready to show to students and make photocopies of the “Find the adverbs” worksheet for each student. 2. Ask students if they know what an adverb is and elicit some examples. Tell them that in order to describe an action we use different types of adverbs. |
Kinds of Adverbs 
Find the adverbs
|
512 | |||||
| Desarrollo | 00:40 | 3. Show students the lesson “Kinds of Adverbs” on the board using the projector and have some volunteers read each of the types of adverbs. Make sure students understand each one of them. 4. Give away the photocopies of the “Find the adverbs” worksheet and tell students to read the text and find the adverbs in it. Then, have them find the same adverb in the word search. |
|
512 | |||||
| Cierre | 00:05 | 5. Ask students to work with a partner to review their answers. |
|
512 | |||||
| Evaluación | Assess students' oral and written expression level: • Students are able to identify and differentiate the most basic kinds of adverbs. • Students are able to express statements that contain different kinds of adverbs in a clear and fluent way. • Students are able to identify adverbs within a simple text. • Students have enough vocabulary that allows them to build complete and meaningful sentences. | ||||||||
Comentarios
Regístrate y accede a todos los beneficios
Hermes Barron 7 de Marzo de 2020
deberian ser gratis!!!!!!!!!