Compartida por: Denise Salazar
1 voto
| 7455 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 32a |
| 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 article “Difference Between Mexican and American Culture” ready to show it to students. 2. Organize students in small groups of three or four students. |
Difference Between Mexican and American Culture
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| Desarrollo | 00:25 | 3. Ask students if they think American and Mexican cultures share the same cultural aspects and discuss their answers as a group. 4. Project the website on the board using the projector for students to see clearly. 5. Tell students they are going to read about some differences between Mexican and American culture. 6. Read the introduction of the article and tell students to take notes about the differences and similarities between these two cultures. 7. Ask volunteers to read paragraphs of the information in the article and clarify any doubts if necessary. 8. Write on the board all the new vocabulary from the reading and have students look for their definitions in the dictionary. |
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| Cierre | 00:30 | 8. Tell students they will have to choose one cultural aspect of the ones they have read about and do some research about it for both countries. 9. Have students work for the last 30 minutes in class organizing themselves and deciding on the cultural aspect they will make their comparative chart about. Walk around and help them if necessary. |
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| Evaluación | Assess students' level in oral and writtenexpression: • Students are able to communicate with their classmates in a clear and fluent way and decide on a topic for their project. • Students are able to agree on a topic as well as on the design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences and speech. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7456 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 32b |
| 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 Website with the “Cultural Differences between Mexico, the USA and Canada”articlesuggested in the “recursos” section ready to show students. 2. Discuss with students the different cultural aspects they chose for their projects as well as how common they are. |
Cultural Differences between Mexico, the USA and Canada
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| Desarrollo | 00:25 | 3. Project the “Cultural Differences between Mexico, the USA and Canada” article on the board using a beam projector for students to read the information. 4. Read the introduction and clarify any doubt they may have. 5. Have volunteers read the different aspects from the “Cultural Comparisons” chart aloud and discuss the text with their own opinions. |
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| Cierre | 00:30 | 6. Allow students to get together with their teammates and ask them to take notes of the cultural differences and similarities of each country, related to the cultural aspect they chose as a project. 7. Ask students to continue working on their project for the rest of the class. Walk around to monitor their work and help them if necessary. |
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| Evaluación | Assess students' level in oral and writtenexpression: • Students are able to organize information for a presentation. • Students are able to work in a team and agree on a design and topic to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences, and to understand different ways to express their opinions. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7457 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | IV | Semana | 32c |
| 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 “Compare and Contrast” e-lesson and the “Compare and Contrast diagram” ready to present them to students. 2. Before students present their comparative charts about cultural aspects, tell them that through this project they will learn to appreciate and value different cultural aspects and expressions of their country and also to acknowledge and respect those differences form other countries and cultures. 3. Tell them this comparative chart is not about showing which culture is better, but it is about learning and being aware of important aspects of each culture. |
Compare and Contrast Diagram 
Compare and Contrast
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| Desarrollo | 00:35 | 4. Project the e-lesson “Compare and Contrast” on the board using the beam projector for students to see clearly. 5. Have some volunteers read paragraphs of the information and once they finish, write on the board “dogs – cats” and have them tell you some of their characteristics in order to make a comparison and to show their differences. 6. Show students the “Compare and Contrast Diagram” on the board and ask them to copy it in their notebooks. 7. Ask students to use this diagram when they present their final project. 8. Walk around as they are working to monitor their work. |
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| Cierre | 00:20 | 9. Once students have presented their project to their classmates, ask them to display their work on the classroom walls. 10. Have students share their individual and team experiences with the rest of the class. |
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| Evaluación | Assess students' level in oral and writtenexpression: • Students are able to gather information to explain the differences and similarities between the cultural aspects of two countries. • Students are able to read and understand information that explains cultural aspects. • Students are able to summarize the information they researched about, to make a comparative chart to compare and contrast cultural aspects of two countries. • Students have enough vocabulary that allows them to build complete and meaningful sentences, to formulate questions and to participate in a presentation. | ||||||||
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