Compartida por: Denise Salazar
2 votos
| 7437 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 26a |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Compartir experiencias personales en una conversación | Duración | 1 hora | ||||||
| Aprendizaje esperado | Ordena los enunciados en una secuencia | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Keep Tracking of the Reading Sequence”worksheet suggested in the “recursos” section and make photocopies for each student in advance. 2. Tell students that in order to understand a paragraph or a text, we need to follow a sequence. |
Keep Tracking of the Reading Sequence
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515 | |||||
| Desarrollo | 00:40 | 3. Give away the photocopies and tread the instructions aloud. Make sure they understand what to do before they begin with the exercise. 4. Tell students to read the text in silence and as they do it, have them underline the words they do not understand. 5. Once students finish reading the text, ask some volunteers tell you some of the words they underlined and have them look for them in the dictionary to clarify their meaning. 6. Organize students in pairs and then, have them number the events from the text in the order they happened. Walk around and monitor their work. |
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515 | |||||
| Cierre | 00:15 | 7. Have some volunteers read their answers aloud and discuss them with the rest of the class. |
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515 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to determine the order of events in a story. • Students are able to read texts and follow a sequence. • Students are able to clarify the meaning of new words in a story. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7438 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 26b |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Compartir experiencias personales en una conversación | Duración | 1 hora | ||||||
| Aprendizaje esperado | Enuncia experiencias personales de modo espontáneo | ||||||||
| 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 “Adverbs of Time” notes ready to show them to students. 2. Remind students about the functions and basic rules of adverbs. Tell them that adverbs are words that describe or modify verbs, adjectives or other adverbs and have them give you some examples. |
Adverbs of time
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515 | |||||
| Desarrollo | 00:30 | 3. Tell students the notes they are about to read focus mainly on a specific type of adverbs that describe when an action takes place. 4. Project the Web site on the board for all students to see it using the projector. 5. Go over each section and read the explanations. Have some volunteers read the examples aloud. 6. Have students write a short description of the functions and uses of the adverbs of time as well as some examples from the web site. 7. Ask students to make a list of all the adverbs included in the web site and to classify them. |
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| Cierre | 00:25 | 8. Organize students in teams of three or four and have them write at least three sentences using adverbs that describe when, how often and how long an action happened. 9. Once all teams are finished, have them share their work with the rest of the class. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify the uses and functions of the adverbs of time. • Students are able to distinguish subtle changes that occur in the meaning of adverbs according to where they are placed in a sentence. • Students are able to use more than one adverb in a sentence following a correct order and sequence. • Students have enough vocabulary that allows them to build complete and meaningful sentences using adverbs of time. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7439 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 26c |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Compartir experiencias personales en una conversación | Duración | 1 hora | ||||||
| Aprendizaje esperado | Busca confirmaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Mixed Modal Auxiliary ESL Grammar Game - Snakes & Ladders Game Online” from the suggested web site in the “recursos” section open and ready to show it to students. 2. Remind students about modal verbs, how they are used and their intentions (possibility, certainty and probability) and ask them to give you some examples. |
Mixed Modal Auxiliary ESL Grammar Game – Snakes & Ladders Game Online
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515 | |||||
| Desarrollo | 00:30 | 4. Project the game on the board using the projector for every student to see it and have them listen to the instructions. 5. Tell students this is not an individual competition, but a group work to win the game. 6. Tell students that they will have to answer the question correctly in order to get a chance to roll the die and advance. Make sure to clarify any doubts students may have before starting the game. 7. Read the statements displayed on the screen and have some volunteers complete them with the correct answer. Tell students they can seek advise with their classmates before they choose an answer. |
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| Cierre | 00:25 | 8. Once the game is over, organize students in small teams. 9. Write the modal verbs on the board and have students write at least two sentences using each of the modals. Walk around and help them if necessary. 10. Have some volunteers share their work with the rest of the class. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify the main uses and functions of modal verbs in a sentence. • Students are able to complete statements using the correct modal verbs. • Students are able to work as a team to achieve a goal. • Students have enough vocabulary that allows them to build complete and meaningful sentences, using modal verbs. | ||||||||
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