Compartida por: Denise Salazar
0 votos
| 6371 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 14a |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Compartir emociones y reacciones provocadas por un programa de televisión | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa ideas principales e información que las explica o complementa | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Find the video: “Sheldon Cooper counts his friends and shows mixed emotions (The Big Bang Theory)” on Youtube and have it ready to project. Make photocopies of the “What a Character!” worksheet in advance. 2. Start the class talking about the way we express our feelings using words, intonation and body language and have students give you some examples. |
What a Character! 
30 EMOTIONS | Breeze Woodson
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| Desarrollo | 00:35 | 3. Tell students they are going to watch a video about emotions and play it. Once the video is over, ask students if they know the show, the characters, etc., and have them tell you what type of show it is. 4. Have students focus on the type of feelings or emotions they identified. 5. Watch the video a second time and have students make a list of the emotions they saw in the characters. 6. Have students work in teams of three and ask them to discuss their lists. Have them make one single list to share it with the rest of the class. |
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| Cierre | 00:15 | 7. Give away the “What a Character” worksheet for students to answer the questions with their own information. Once they finish, ask them to share their work with the class. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify and discuss emotional reactions. • Students are able to express statements clearly and fluently to express feelings and moods. • Students have enough vocabulary that allows them to build complete and meaningful sentences and speeches. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6372 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 14b |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Compartir emociones y reacciones provocadas por un programa de televisión | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa ideas principales e información que las explica o complementa | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | 1. Have the websites suggested in the “recursos” section open and ready in your computer or tablet. 2. Ask students if they like to watch TV and what type of programs or shows they watch. Elicit answers from various students to see how much they know about TV show genres. 3. Show students the “Types of TV programs” image and have them describe it to you. Ask them to tell you some characteristics of each of these types of shows. 4. Once they finish, ask students to copy the names of the genres in their notebooks as a list. |
Types of TV show 
Types of TV programmes
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522 | |||||
| Desarrollo | 00:35 | 5. Show the “Types of TV show” cards suggested in the “recursos” section. 6. Show students the cards, and have them identify / match each of them with the list they already have. 7. Show students the definitions and ask them to copy them in their notebooks. Some definitions will be missing, have students do some research to find the information or have them use their own words to define the genres. |
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| Cierre | 00:10 | 8. Ask students to work in teams of four and make a chart writing at least two examples of each type of TV show. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify and discuss different types of TV shows. • Students are able to identify and talk about different TV shows according to their genre or type. • Students have enough vocabulary that allows them to build complete and meaningful sentences and speeches. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6373 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 14c |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Compartir emociones y reacciones provocadas por un programa de televisión | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa ideas principales e información que las explica o complementa | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the website suggested in the “recursos” section open and ready in your computer or tablet. 2. Start your class by talking about the different types of TV shows and have students give some examples. |
Types of TV show
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522 | |||||
| Desarrollo | 00:40 | 3. Have students work in teams of three or four and ask them to have only one sheet of paper per team and a pencil or pen per student. 4. Tell students they will answer a test about TV shows, and that they must write their answers on the sheet of paper. 5. Show the website using the projector and tell students they will answer the test in sections. Give them enough time to read the question and write their answers. |
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| Cierre | 00:15 | 6. Once all the teams are finished answering the test, have them exchange their papers with other teams. 7. Hit the “Check Answers” button at the end of the page and have students grade their classmates’ test. |
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| Evaluación | Assess students' oral expression level: • Students are able to interpret the general meaning and some details of a TV program. • Students are able to expressthe meaning of words related to TV programs clearly. • Students have enough vocabulary that allows them to build complete and meaningful sentences and speeches. | ||||||||
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