Compartida por: Denise Salazar
1 voto
| 7449 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 30a |
| 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 | Compara información, usando antónimos | ||||||||
| 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 “Antonyms” game ready to show it to students. 2. Remind students about what an antonym is and have them give you some examples. |
Antonyms
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| Desarrollo | 00:35 | 2. Show students the game “Antonyms” on the board using the beam projector. 3. Read the instructions of the game and clarify any doubts if necessary. 4. Tell students all of them will participate by answering one exercise at a time, remind them they should give you an answer quickly, since the answers for each example will only appear twice. 5. Once the first student gives you the answer, move on to the next student and continue until every student participates at least once. Play the game as many times as necessary. |
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| Cierre | 00:20 | 6. Once all students have participated, ask them to get into small teams. 7. Ask students to write in their notebooks at least 10 words with their antonyms, if they do not know it, have them look for it in a dictionary. 8. Ask students interchange their list with another team and quiz each other. Walk around to monitor their work and help them if necessary. |
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| Evaluación | Assess students' level in oral and written expression: • Students are able to understand antonyms and to recognize them from other words. • Students have enough vocabulary that allows them to understand and useantonyms. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7450 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 30b |
| 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 | Compone enunciados para describir aspectos culturales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Capitalization in Paragraphs (Proms)” worksheet suggested in the “recursos” section and make photocopies for each student in advance. 2. Remind students about proper nouns and how these types of nouns have to be capitalized. Ask students which other words should be written with capital letters and have them give you some examples. |
Capitalization in Paragraphs (Proms)
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| Desarrollo | 00:40 | 3. Give away the photocopies and read the directions. 4. Tell students they must circle all the words they think have to be capitalized. 5. Give students enough time to answer the whole exercise and as they read it, ask them to highlight or underline all the unfamiliar vocabulary words they find in the text. 6. Once students finish, have volunteers read aloud paragraphs of the text indicating whether they capitalized the words or not. 7. Write the capitalized words on the board for all students to review their work. |
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| Cierre | 00:15 | 6. Ask students to share with the rest of the class the words they underlined and write them on the board. 7. Organize students in small teams and have them copy the new vocabulary words in their notebooks. 8. Ask students to work with their teammates and look for their meanings of the new words in a dictionary. |
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516 | |||||
| Evaluación | Assess students' level in oral and written expression: • Students are able to understand the main ideas in a short text. • Students are able to work in a collaborative way using English to find the meaning of new vocabulary words. • Students are able to correct a text using capital letters accurately. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7451 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 30c |
| 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 | Compone enunciados para describir aspectos culturales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the web site suggested in the “recursos” section and havethe “Present Progressive Test” ready to show it to students. 2. Remind students about the uses and functions of the present progressive and have students to give you some examples. |
Present Progressive Test
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| Desarrollo | 00:30 | 3. Clarify any doubts before you project the “Present Progressive Test” on the board. 4. Ask students to copy the first three exercises in their notebooks and give them enough time to solve them. 5. Once they finish, have some volunteers read you their answers and select them or write them directly on the web site. 6. Ask students to work with another classmate to solve the last three exercises. 7. Read the instructions for each of the last exercises aloud and have students rewrite the sentences directly into their notebooks, without copying the original exercise. |
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| Cierre | 00:25 | 8. Once students finish, have some pairs tell you their answers and type them directly on the web site. 9. Have students exchange their notebooks with another pair of studentsto check their answers. 10. Click on the “Check answers” button at the end of the page to show students the correct answers for them to mark their classmates’ work. 11. Have students exchange their notebooks again and allow them to correct their mistakes. |
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516 | |||||
| Evaluación | Assess students' written and oral expression levels: • Students are able to understand the uses and functions of the present progressive. • Students are able to work in a collaborative way using English. • Students are able to reorganize sentences accurately using the present progressive. • Students have enough vocabulary that allows them to build complete and meaningful sentences using the present progressive. | ||||||||
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