Compartida por: Denise Salazar
2 votos
| 7446 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 29a |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer ensayos literarios breves para comparar aspectos culturales entre países en los que se habla lengua inglesa y México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Diferencia ejemplos y explicaciones de ideas principales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Common or Proper?”worksheet suggested in the “recursos” section and make a photocopy for each student in advance. 2. Ask students if they remember the differences between common and proper nouns, elicit some examples and write them on the board. |
Common or Proper?
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| Desarrollo | 00:35 | 3. Remind students that proper nounsneed to be capitalized and give some examples. 4. Give away the photocopies to each student and read the directions. Make sure students understand what to do before they start with the exercise. 5. Ask students to go over the text little by little, and have them underline the proper nouns and circle the common nouns. 6. Give them enough time to complete the exercise as you walk around to monitor their work. |
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| Cierre | 00:20 | 10. Once students finish the exercise, have them exchange their papers with a partner and compare their answers. 11. Ask some volunteers to 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 common and proper nouns and to capitalize proper nouns. • Students are able to recognize the uses and functions of common and proper nouns and use them in a sentence or text. • Students have enough vocabulary that allows them to understand the content of a text and to recognize parts of speech. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7447 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 29b |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer ensayos literarios breves para comparar aspectos culturales entre países en los que se habla lengua inglesa y México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Diferencia ejemplos y explicaciones de ideas principales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Adjective and Adverbs Trail” game suggested in the “recursos” section ready to show it to students. 2. Remind students about the differences between adjectives and adverbs and have them tell you some examples. |
The Adjective and Adverbs Trail
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| Desarrollo | 00:40 | 3. Organize students in small teams of four or five members each. 4. Project the game “ Adjective and Adverbs Trail” on the board using a projector for students to see it. 5. Tell students they will take turns to answer the questions, if a team misses a question, give another team the chance to answer it. 6. Write on the board the points each team gets after answering a correct question to keep their score. |
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| Cierre | 00:15 | 7. Once the game is over add the points of each team and select a champion. You may want to give them a small prize for their participation. 8. Ask students to continue workingwith their teams and make a list of 5 adjectives and 5 adverbs they remember from the game. Help them if necessary. 9. Have students write a sentence using the adjectives and adverbs from their lists. Walk around to monitor their work. 10. Once they finish, 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 and differentiate adjectives and adverbs in a sentence. • Students are able to recognize the uses and functions of the adjectives and adverbs. • Students are able to work in teams and organize their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences using adjectives and adverbs. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7448 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 29c |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer ensayos literarios breves para comparar aspectos culturales entre países en los que se habla lengua inglesa y México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Diferencia ejemplos y explicaciones de ideas principales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the Website suggested in the “recursos” section and have the “What are Homophones?” article and examples ready to show it to students. 2. Remind students that in English,there are certain words that sound the same but have different meanings and spellings called homophones and have them give you some examples. |
What are Homophones?
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| Desarrollo | 00:30 | 3. Project the web site on the board using a beam projector and have some volunteers read paragraphs. 4. After students read the examples, play the audio for students to listen to the words. 5. Focus students’ attention on the last sentence and before playing the audio have several volunteers read it aloud. 6. Play the audio for students to listen to the correct pronunciation and then practice it with the whole group. |
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| Cierre | 00:25 | 7. Organize students in small teams and have them look for some homophones in their dictionaries. 8. Once students have written at least 10 homophones, ask them to write as many sentences as they can with the words. Tell them to take as an example the sentence from the article. 9. Have some volunteers dictate the sentences whey wrote to the rest of the class. Then, have students compare what they wrote whit the original sentence from their classmates. |
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| Evaluación | Assess students' level in oral and written expression: • Students are able to identify and use homophones by understanding their meaning. • Students are able to recognize the differences between different homophones. • Students have vocabulary that allows them to build complete and meaningful sentences using homophones. | ||||||||
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