Compartida por: Denise Salazar
1 voto
| 7452 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 31a |
| 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 have “The past continuous / progressive” grammar explanation ready to show it to students. 2. Write on the board the following statements and have students tell you the differences they find between them: I am playing tennis. I was playing tennis. |
The past continuous / progressive
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| Desarrollo | 00:35 | 3. Project “The past continuous / progressive” grammar explanation on the board for everyone to see clearly. 4. Have volunteers read paragraphs of the grammar explanations and examples and stop to clarify any doubts or show extra examples. 5. Ask students to copy the information on “The form of the past continuous” in their notebooks as well as one example from the ones given. |
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| Cierre | 00:20 | 6. Click on the “Exercises on the past continuous” link at the end of the page and have students copy the exercises in their notebooks. 7. Give students enough time to solve the exercises and once they finish, have them exchange their notebooks with a classmate. 8. Click on the “Check Answers” button for them to check their classmates’ work. Once everyone have their notebooks back allow students to correct their mistakes. Walk around and help them if necessary. |
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| Evaluación | Assess students' oral expression and listening skills levels: • Students are able to recognize the form of the past progressive in the affirmative, negative and interrogative forms. • Students are able to understand the uses of the past progressive. • Students have enough vocabulary that allows them to understand and build complete and meaningful sentences using the past progressive. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7453 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 31b |
| 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 | Formula y responde preguntas sobre ensayos literarios | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “English exercises wh-questions” interactive exercise suggested in the “recursos” section ready to show it to students. 2. Write on the board the different wh-question words and have students tell you the meaning and use of each of them. |
English Exercises WH-Questions
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| Desarrollo | 00:30 | 3. Ask students to write numbers 1 to 25 in their notebooks. 4. Project the exercise on the board using a beam projector for everyone to see. 5. Read the instructions aloud and tell students you will give them some time for them to copy the question with the correct answer in their notebooks. |
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| Cierre | 00:25 | 6. Once you reach question 25, and students have copied it, click the “Show all questions” button on the right to display all the questions at once. 7. Have some volunteers read their answers aloud and click on the option they tell you. If the answer is incorrect, have another student participate. 8. Ask students to be honest and mark the questions they got incorrect. At the end of the exercise, allow them to correct their mistakes. |
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| Evaluación | Assess students' level in oral and writtenexpression: • Students are able to complete questions using the correct question word. • Students are able to differentiate the meaning and uses of each question word to form questions that make sense. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7454 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 31c |
| 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. Have the “Cultural aspects”article from the web site suggested in the “recursos” section it ready to show it to students. 2. Tell students that for the following four sessions they will work in the development of this unit’s project called “Comparative Chart” and tell them they have to compare cultural aspects between English speaking countries and Mexico. |
Cultural aspects
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| Desarrollo | 00:30 | 3. Ask students what they understand by cultural aspects and have them give you some examples. 4. Show students the “ Cultural aspects” article on the board using the projector for everyone to see it. 5. Have some volunteers read about the different cultural aspects and ask them to take notes in their notebooks. Clarify any doubts or questions if necessary. |
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| Cierre | 00:25 | 5. Ask students to get together with a partner and compare the notes each one took and to complement them. |
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| Evaluación | Assess students' level in oral and writtenexpression: • Students are able to recognize and explain different cultural aspects. • Students able to identify and describe different areas of cultural aspects. • Students have enough vocabulary that allows them to build complete and meaningful sentences to explain the different cultural aspects. | ||||||||
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