Compartida por: Sylvia Benítez
13 votos
| 5039 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 1a |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Expresar quejas orales sobre un servicio de salud | Duración | 1 hora | ||||||
| Aprendizaje esperado | Establece el motivo o la razón de una queja | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | Introduction session 1. Show the video of the song This is me, by Demi Lobato. This can be a warm up activity. Encourage the students to talk about themselves. Ask the students if they like the song and how would they describe who they are. This is their last year in Secondary School. How do they feel about this? What plans do they have for the future? |
This is me by Demi Lobato
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| Desarrollo | 00:30 | 2. Explain that the project for the next sessions is An oral (verbal) complaint about a health service. At the end of the project, students will make a two-part role-play where students play both, the party who complains and the party who receives the complaint. Let the students choose partners for the activity and register the groups. 3. Show to the students the proposed material, that includes complaint dialogues. Ask the students to read aloud, by turns, the complaints about a faulty TV and a bad holiday. Students search in a dictionary for the meanings of unknown words. |
Complaint dialogues
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| Cierre | 00:15 | 4. The whole class answers the following questions: What is the meaning of the words: awful, annoying, refund, apologize, discount, manger? What are the failures of the TV? What are the complaints of the hotel costumer? What solutions received the costumers in both cases? |
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| Evaluación | Diagnose the level of the students in oral expression, reading and comprehension: • The student participates in a group living using an appropriate vocabulary. • The student reads fluently and with a good pronunciation. • The student answers correctly the questions about the showed dialogues. | ||||||||
Compartida por: Susana Celia Garduño
1 voto
| 8621 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 1b |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Expresar quejas orales sobre un servicio de salud | Duración | 1 hora | ||||||
| Aprendizaje esperado | Establece el motivo o la razón de una queja | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:20 | The vocabulary for complaints 1. Show to the students the chart Complaining and apologizing language. Read aloud by turns all the phrases in the chart. Look for the words the students do not know in a dictionary, so everybody understands the meaning of the phrases. |
Complaining and apologizing useful language
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| Desarrollo | 00:25 | 2. Play a phrase game: Divide the group in two teams: left and right. The left team plays the role of the complaining part. One of the members of this team must read a sentence for a complaint and complete it with, e.g.: I´m sorry to have to say this but … there is a fly floating in my soup! A member of the right team must answer to this complaint using one of the apologizing phrases. Guide the activity, correct the mistakes and answer the doubts. |
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| Cierre | 00:15 | 3. Give to the students the link to the video 5 useful phrases to complain politely As homework, the students watch the video and answer the following questions: • What are complaints? • Write the meaning of the words annoying, regret, politeness, misunderstanding, rude, bother. • What does the expression “shouting the top of your lungs” means? Students must send you their answers. |
5 useful phrases to complain politely
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| Evaluación | Assess the performance in writing expression by the following elements: • The student searches for the unknown words in the dictionary. • The student applies correctly the new words and expressions. • The student participates respectfully at a satisfactory level in all activities. | ||||||||
Compartida por: Susana Celia Garduño
2 votos
| 8622 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 1c |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Expresar quejas orales sobre un servicio de salud | Duración | 1 hora | ||||||
| Aprendizaje esperado | Establece el motivo o la razón de una queja | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | Health services dialogues 1. The verbal complaint the students will make is about a health service. Show them some dialogues in this context to learn some vocabulary and phrases used talking with doctors and in hospitals. Project to the students the videos Visiting the doctor and Feeling sick. Ask the students to repeat the phrases when the videos ask for it, and practice the pronunciation. Answer the student´s questions until everyone understands the conversations. |
Visiting the doctor
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| Desarrollo | 00:15 | 3. Organized in groups, the students check the web pages Doctor-medical vocabulary and Doctor situation guide. 4. In pairs, the students write a brief dialogue between a doctor and a patient, no more than six lines. Tell them to use the vocabulary they have seen the last sessions. |
Doctor-medical vocabulary
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| Cierre | 00:20 | 5. The pairs read in front of the class the dialogues. The whole class discuss about them. Make write a glossary with the words used in the doctor-hospital situation. |
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| Evaluación | Assess students’ learning by: • The student understands the general sense of the dialogues. • The student follows the meaning of words from context. • The student reads correctly and clearly. • The dialogue written by the students has an adequate vocabulary. | ||||||||
Comentarios
Guillermo Madariaga 15 de Enero de 2019
EXCELENTE, UN APOYO BASTANTE BUENO SOBRE TODO PORQUE SIEMPRE ESTA A LA VANGUARDIA DE LAS NECESIDADES DE LOS DOCENTES
maria varela 1 de Septiembre de 2019
Excelente, una guia perfecta para estar al dia en lo que a planeacion se refiere, ajustandola a las condiciones de cada escuela y grupo.
isadora gomez 15 de Octubre de 2019
Como puedo adquirirla
CIRINA HERNANDEZ 11 de Junio de 2020
Excelente!! como podría adquirirla? necesito la planeación de 1o. 2o. y 3er gados de secundaria? Como y donde la adquiero? Gracias
OROZCO 28 de Julio de 2020
excellent work
Regístrate y accede a todos los beneficios
Elizabeth Virginia Fabila 15 de Agosto de 2018
muy completa como puedo hacer para adquirirla