Compartida por: Denise Salazar
1 voto
| 6675 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 14a |
| 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, 55 minutos | ||||||
| Aprendizaje esperado | Reformula expresiones producidas en un intercambio oral | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Transition Words” cards to your computer and make photocopies for each student. 2. Remind students about connectors and sequence words and have them give you some examples. |
Transition Words
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| Desarrollo | 00:35 | 3. Tell students transition words are used for many different purposes and give away a card of the transition words. 4. Go over each category and clarify doubts if necessary. |
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| Cierre | 00:15 | 5. Ask students to work in teams of three and have them write two sentences using transition words from each category. 6. Invite students to share their work with another team. 7. Advise students to paste their cards in their notebooks or to laminate them. |
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| Evaluación | Assess students' oral and written expression level: • Students are able to identify and use transition words to connect ideas. • Students are able to express their ideas using transition words in a clear and fluent way. • Students have enough vocabulary that allows them to build complete and meaningful sentences in oral and written forms. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6676 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 14b |
| 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 | Reformula expresiones producidas en un intercambio oral | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the website suggested in the “recursos” section ready to show to students. 2. Ask students if they know what a modal verb is and elicit their answers as well as some examples. |
Modal verbs
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| Desarrollo | 00:35 | 3. Tell students that modal verbs are used with other verbs to express ability, obligation, possibility, etc. 4. Project the “Modal verbs” website suggested in the “recursos” section and go over the page little by little. Make sure students understand every modal and how they are used in the different tenses before you continue. 5. Click the “Do a quiz on modal verbs” link at the bottom of the same page and solve the quiz as a group. 6. Click the “check answers” button and go over their mistakes. |
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| Cierre | 00:10 | 7. Return to the previous page and have students write out a chart of the modals in their notebooks; have them include the meaning and a different example from the one shown. |
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| Evaluación | Assess students' oral and written expression level: • Students are able to identify and recognize the different types of modal verbs and their meanings and uses. • Students are able to use modal verbs accurately to complete sentences. • Students have enough vocabulary that allows them to build complete and meaningful sentences using the modal verbs. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6677 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 14c |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Componer diálogos e intervenciones para un cortometraje mudo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Reformula expresiones producidas en un intercambio oral | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Feelings and Emotions Flashcards” and the “Feelings/Emotions Matching” worksheet from the suggested websites in the “recursos” section. 2. Print and laminate the flashcards since you can use them for any other level or lesson and make photocopies of the worksheet “Feelings/Emotions Matching” for each student. |
Feelings and Emotions Flashcards 
Feelings/Emotions Matching
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| Desarrollo | 00:40 | 3. Show students each of the flashcards and teach or revise the feelings and emotions vocabulary. Play some vocabulary games 4. Ask students to copy the vocabulary words in their notebooks and to add a short description or a drawing of each word. 5. Give away the photocopies and read the instructions for everyone to understand what to do. |
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| Cierre | 00:15 | 6. Once students have finished answering the worksheet, have them exchange them with other classmates to check their answers. |
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| Evaluación | Assess students' oral and written expression: • Students are able to recognize different feelings and emotions from an image. • Students are able to express the meaning of words related to emotions and feelings clearly. • Students have enough vocabulary to build complete and meaningful sentences that express feelings and emotions. | ||||||||
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