Compartida por: Denise Salazar
1 voto
| 7112 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 20a |
| Tema | Participar en juegos de lenguaje para trabajar aspectos lingüísticos específicos | ||||||||
| Competencia a desarrollar | Participar en juegos de lenguaje para comprender y escribir formas verbales irregulares | Duración | 1 hora | ||||||
| Aprendizaje esperado | Compone y dicta enunciados con formas verbales irregulares | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Have the “Past Tense of Irregular Verbs #1” game suggested in the “Recursos” section ready to show it to students. 2. Ask students what they do when they want to memorize something and elicit their answers. 3. Tell students that for the following three sessions, they will work in teams and develop a project called “Memory Game” and organize them in groups of three or four students. |
Past Tense of Irregular verbs #1
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| Desarrollo | 00:25 | 4. Tell students a good way to learn and memorize things is by playing word games. 5. Ask students if they know what a word game is and have them give you some examples. Ask them if they have played memory games before. 6. Show students the “Past Tenses of Irregular Verbs #1” game on the board using the projector so all students can see clearly. Read the instructions aloud and make sure they understand what to do. 7. Assign teams a turn for them to match the cards and make sure all teams participate at least once. |
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| Cierre | 00:25 | 8. Have students work for the last 25 minutes in class organizing themselves and deciding on how they will make their own memory game o irregular verbs. Walk around and help them if necessary. |
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| Evaluación | Assess students’ oral and written expression levels: • Students are able to communicate with their classmates in a clear and fluent way and decide on how to build a project. • Students are able to agree on a 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
| 7113 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 20b |
| Tema | Participar en juegos de lenguaje para trabajar aspectos lingüísticos específicos | ||||||||
| Competencia a desarrollar | Participar en juegos de lenguaje para comprender y escribir formas verbales irregulares | Duración | 1 hora | ||||||
| Aprendizaje esperado | Compone y dicta enunciados con formas verbales irregulares | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “100 Most common ESL irregular verbs list” suggested in the “Recursos” section and make photocopies in advance for each student. 2. Tell students they may use images and other illustrations to make their memory game. |
100 most common esl irregular verbs list
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| Desarrollo | 00:25 | 3. Give away the photocopies to each student and make them notice the three columns in which the verbs are classified. 4. Have students read aloud the verbs after you for them to check their pronunciation. Clarify any doubt if necessary and have them use their dictionaries to check the meanings. 5. Tell students to use the list as a guide to work in their projects and advise them to laminate it for future activities. You may also ask students to organize their lists according to their verb families. |
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| Cierre | 00:30 | 6. Give students the last 30 minutes in class to continue working on their project. Walk around monitoring their work and help them if necessary. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to work in a collaborative way to make a memory game with irregular verbs. • Students are able to work in a team and agree on a design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7114 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | III | Semana | 20c |
| Tema | Participar en juegos de lenguaje para trabajar aspectos lingüísticos específicos | ||||||||
| Competencia a desarrollar | Participar en juegos de lenguaje para comprender y escribir formas verbales irregulares | Duración | 1 hora | ||||||
| Aprendizaje esperado | Usa tiempos perfectos y pasado simple en enunciados y textos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the exercise “Simple Past / Present Perfect / Past Perfect” suggested in the “Recursos” section ready to show it to students. 2. Once students have presented their “Memory Game” project to their classmates, have them share their individual and team experiences with the rest of the class. |
Verb Tense Exercise 12 Simple Past / Present Perfect / Past Perfect
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| Desarrollo | 00:35 | 3. Tell students they will answer a review to see what they really learned during the unit. 4. Show students the exercise “Simple Past / Present Perfect / Past Perfect” on the board using the beam projector for everyone to see it. 5. If possible, take students to the computer lab and have them answer this exercise individually on line, otherwise, have them copy the sentences in their notebooks for them to answer them there. 6. Read the instructions aloud and make sure students understand what to do. |
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| Cierre | 00:20 | 7. Give students enough time to answer the exercise and once they finish, click on the “Check” button to review the answers. 8. Have students correct their exercises in their notebooks individually. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to understand and recognize the differences between the simple past tense and the simple perfect tenses. • Students are able to recognize and differentiate regular and irregular verbs in their past tense form. • Students are able to work in a collaborative way to complete a project. • Students have enough vocabulary that allows them to build complete and meaningful sentences using the simple past tense and the simple perfect tenses. | ||||||||
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