Compartida por: Denise Salazar
1 voto
| 7762 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 25a |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Interpretar y ofrecer descripciones de situaciones inesperadas compartidas en un intercambio oral | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias para reparar una comunicación fallida | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Exercise – Adjective or Adverb” suggested in the “Recursos” section, ready to project it to students. 2. Remind students about the spelling, uses and functions of adjectives and adverbs and write some examples on the board. |
Exercise - Adjective or Adverb
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525 | |||||
| Desarrollo | 00:35 | 3. Show students the exercise on the board using the projector so all students can see it and read the instructions aloud 4. Have students copy the exercise in their notebooks for them to solve it individually. Make sure they understand what to do. |
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525 | |||||
| Cierre | 00:20 | 5. Ask students to get in pairs and have them exchange their notebooks to check their answers. 6. Once they finish, ask them to tell you their answers aloud. |
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525 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify adjectives and adverbs. • Students are able to differentiate the correct forms of adjectives and adverbs. • Students are able to use adjectives and adverbs in a sentence correctly. • Students have enough vocabulary that allows them to complete and meaningful sentences using adjectives and adverbs. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7763 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 25b |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Interpretar y ofrecer descripciones de situaciones inesperadas compartidas en un intercambio oral | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa el sentido general, las ideas principales y algunos detalles para producir un texto oral | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Quantifiers” lesson suggested in the “Recursos” section, ready to project it to students. 2. Remind students about countable and uncountable nouns and the way to describe them and write some examples on the board. |
Quantifiers
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525 | |||||
| Desarrollo | 00:35 | 3. Project the explanation on the board using the projector so all students can see it. 4. Have some volunteers read the explanations and clarify any possible doubts. 5. Ask students to work in pairs and copy the examples of quantifiers. 6. Ask students to make a chart with the quantifiers and have them categorize them. |
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525 | |||||
| Cierre | 00:20 | 7. Have students write at least 5 examples using the quantifiers they wrote in their charts. 8. Monitor their work and help them if necessary. 9. Ask some volunteers read aloud their examples to the rest of the class. |
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525 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify countable and uncountable nouns. • Students are able to identify the function of quantifiers and assign them a classification. • Students are able to write statements using countable and uncountable nouns as well as quantifiers. • Students have enough vocabulary that allows them to build complete and meaningful sentences using quantifiers in an oral and in a written way. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7764 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 25c |
| Tema | Comprender y producir intercambios orales sobre situaciones recreativas | ||||||||
| Competencia a desarrollar | Interpretar y ofrecer descripciones de situaciones inesperadas compartidas en un intercambio oral | Duración | 1 hora | ||||||
| Aprendizaje esperado | Negocia el significado | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Capitalization and Punctuation” game ready to show it to students. 2. Remind students about the different punctuation signs and about general rules of capitalization. 3. Have students give you some examples and write them on the board. |
Capitalization and Punctuation
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525 | |||||
| Desarrollo | 00:45 | 4. Organize students into four or five teams. 5. Project the game on the board and have students read the sentence in the box as well as the four options for an answer. 6. In teams, students must choose the option they think is correct. |
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525 | |||||
| Cierre | 00:10 | 7. Divide the board for students to pass to the front and write their answers. 8. Select the answer for students to see and compare their results. 9. Students will get as many points as the amount of money shown in the game. The team with the most points wins the game. |
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525 | |||||
| Evaluación | Assess students' reading and oral expression levels: • Students are able to identify mistakes in written sentences and make the necessary corrections. • Students are able to work in teams and agree on the rules of punctuation and capitalization. • Students have enough vocabulary that allows them to build complete and meaningful sentences using correct capitalization and punctuation. | ||||||||
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