Compartida por: Denise Salazar
0 votos
| 7443 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 28a |
| 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 | 00:10 | 1. Visit the web site suggested in the “recursos” section and download the worksheet about reported speech. Make photocopies for each student in advance. 2. Write the following sentence on the board: “I am a teacher” and then ask students to report back what you said. Do the same with other 2 or three examples. |
Reported Speech ESL Grammar Exercises Worksheet
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| Desarrollo | 00:35 | 3. Give away the photocopies and focus students’ attention on the verb tenses section. 4. Before starting with the exercise, ask them to underline the verbs in each of the examples for them to notice how they change in direct and indirect speech. 5. Organize students in teams of three or four and ask them to solve the exercises together. Walk around to monitor their work and help them if necessary. |
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| Cierre | 00:15 | 6. Once students finish the exercises, ask some volunteers to pass to the front to write their answers on the board. 7. If there is an incorrect sentence, ask the whole group for their opinion and discuss the mistakes. Try to make everyone participate in the discussion |
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| Evaluación | Assess students’ oral and written expression levels: • Students are able to identify the uses and functions of direct and indirect speech. • Students are able to recognize different patterns of verb tenses as well as time and space expressions to use them in direct and indirect speech. • Students are able to rewrite sentences using direct and indirect speech. • Students have enough vocabulary that allows them to understand and follow directions to rewrite sentences using direct and indirect speech. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7444 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 28b |
| 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. Have the article “How to Write a Personal Anecdote” suggested in the “recursos” section ready to show it to students. 2. Tell students that in order to write about a personal or autobiographical anecdote they have to follow certain steps and also to follow an specific order. |
How to Write a Personal Anecdote
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| Desarrollo | 00:25 | 3. Show students the “ How to Write a Personal Anecdote” article using the beam projector so all students can see it. 4. Have some volunteers read small paragraphs of the article and ask students to take notes. 5. Make some pauses between the steps and paragraphs of the article to clarify any doubts about them and also to ask students comprehension questions. 6. Make sure students write the main ideas of each of the 5 steps in their notebooks. |
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| Cierre | 00:30 | 7. Give students the last 30 minutes in class to continue working on their own projects. Walk around monitoring their work and help them if necessary. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to understand the purpose of an autobiographical anecdote and some steps to follow to write it. • Students are able to work individually on their personal anecdotes. • Students are able to work on a design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences and organize their ideas to write an autobiographical anecdote. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7445 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 28c |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Compartir experiencias personales en una conversación | Duración | 0 horas, 55 minutos | ||||||
| Aprendizaje esperado | Adapta conductas verbales y no verbales para una audiencia específica | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the web site suggestedin the “recursos” section and have the “iRubric: Anecdote rubric” template ready to show it to students. 2. Before students present their anecdotes to their classmates, it is important they know how they are going to be evaluated. |
iRubric: Anecdote rubric
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| Desarrollo | 00:15 | 3. Project the rubric on the board using a beam projector and read each aspect in it. 4. Once they know what they are expected to do. Allow them to review their work one last time before they present it. |
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| Cierre | 00:35 | 5. Give students enough time to present their anecdotes and once they finish, ask them to talk about their individual experiences with the rest of the class |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to select and write about some personal experiences. • Students are able to adapt verbal and non-verbal patterns of behavior for a specific audience. • Students have enough vocabulary that allows them to build complete and meaningful sentences to write about and share personal experiences. | ||||||||
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