Compartida por: Denise Salazar
2 votos
| 7434 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 25a |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Compartir experiencias personales en una conversación | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa el sentido general y las ideas principales para mantener una conversación | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the worksheet “Greetings, farewells, and special expressions” suggested in the “recursos” section and make photocopies of both pagesin advance for each student. 2. Ask students to tell you what they do when they meet a person for the first time and remind them about the formal and informal way to greet someone. |
Greetings, farewells and special expressions
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515 | |||||
| Desarrollo | 00:25 | 3. Give away the photocopies and have some volunteers read each section of the explanations on greetings, farewells and special expressions. Make sure students understand the differences between each of them and clarify doubts if necessary. 4. Focus students’ attention on the exercises of page 2 and read the instructions for each exercise aloud. 5. Have students complete the exercises individually and in silence. Allow them to check the explanations on page 1 if necessary. |
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515 | |||||
| Cierre | 00:30 | 6.Have students work in pairs and ask them to interchange their papers to review the answers. 7. Have some volunteers read their answers aloud and make any necessary corrections while they are telling their answers. |
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515 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify different types of greetings, farewells and special expressions in English. • Students are able to read information and complete conversations in a logical way. • Students are able to use greetings, farewells and special expressions according to different situations. • Students have enough vocabulary that allows them to understand and compare special expressions in English and in Spanish. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7435 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 25b |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Compartir experiencias personales en una conversación | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa el sentido general y las ideas principales para mantener una conversación | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Have the “Question words”presentation suggested in the “recursos” section ready to show it to students or download it to your computer or tablet. 2. Write the following question words on the board: what, who, where, when, why, how, what time, how old, whose and how often; ask students to analyze them and have them tell you what these words have in common. 3. Remind students that question words help us to find out more information about a topic. |
Question words
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515 | |||||
| Desarrollo | 00:25 | 4. Project the “Question words” presentation on the board using the projector for all students to see it. 5. Go over slides 1,2 and 3 to review both question words and answers. 6. On slide 3, click on the “It’s time to practice!” to start with the exercise included in the presentation. 7. Have students read each of the examples aloud and ask them to complete each question according to the answers given. |
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515 | |||||
| Cierre | 00:25 | 8. Once the exercise is over, project slide 1 again. 9. Organize students in teams of three or four students and have them think of other questions they could ask their classmates. 10. Have students write at least 2 examples using each question word in their notebooks. Walk around to monitor their work. 11. Once students have finished writing their questions, ask them to get together with another team to ask each other the questions they wrote. Have them write their answers in their notebooks too. |
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515 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify question words to make information questions. • Students are able to recognize answers that lead them to specific questions. • Students are able to write examples of information questions and obtain answers from their classmates. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7436 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 25c |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Compartir experiencias personales en una conversación | Duración | 1 horas, 5 minutos | ||||||
| Aprendizaje esperado | Anticipa el sentido general y las ideas principales para mantener una conversación | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Have the “A Third Quiz in Punctuation”online exercise ready on your computer or tablet to show it to students. 2. Ask students if they consider important the use of capitalization and punctuation and have them tell you some reasons why. 3. Review as a group the different types of punctuation marks and ask students to tell you how to use each of them. |
A Third Quiz in Punctuation
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515 | |||||
| Desarrollo | 00:40 | 4.Project the exercise“A Third Quiz in Punctuation”to students the using the projector and read the directions aloud. 5. Click on the “The sentence, please!” buttons of each example and ask students students to copy them in their notebooks. 6. Have students insert any necessary punctuation marks in each of them and once they finish have them exchange their work with a partner. 7. Ask some volunteers to read their classmates’ answers and insert the punctuation marks as they tell you. |
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515 | |||||
| Cierre | 00:15 | 8. Click on the “Grammar’s Version” button to check the answer and have students mark the correct and incorrect answers. 9. Once students finish checking their classmates’ papers, ask them to exchange papers again and have students correct their mistakes. |
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515 | |||||
| Evaluación | Assess students' reading and oral expression levels: • Students are able to understand the correct use of the different types of punctuation marks. • Students are able to use capital letters appropriately. • Students are able to analyze statements and insert the necessary punctuation marks and capitalize words when necessary. | ||||||||
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