Compartida por: Denise Salazar
1 voto
| 7765 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 26a |
| 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 | Reformula ideas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the Website suggested in the “Recursos” section, and have the “Reported Speech Direct and Indirect Speech” lesson ready to show it to students. 2. Tell students that we have two ways of transmitting our thoughts or ideas, whether it is we say them or we repeat someone else’s words (direct and indirect speech). |
Reported speech Direct and Indirect Speech
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525 | |||||
| Desarrollo | 00:40 | 3. Project the article on the board using the projector for students to see it clearly. 4. Have volunteers read paragraphs of the article and clarify any doubts if necessary. 5. Ask students to make notes and have them analyze each example given. 6. Ask students to copy the main ideas about the topic. |
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525 | |||||
| Cierre | 00:15 | 7. Organize students in small teams and have them make a tense change table or chart to use with direct and indirect speech. 8. Have students write some examples and change them into direct or indirect speech using their charts. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify the uses and forms of both direct and indirect speech. • Students are able to understand the changes in the different tenses when using direct and indirect speech. • Students are able to understand and analyze the changes in time as well as in pronouns when using direct and indirect speech. • Students have enough vocabulary that allows them to build complete and meaningful sentences using direct and indirect speech. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7766 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 26b |
| 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 | Reformula ideas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Direct – Indirect Speech” worksheet suggested in the “Recursos” section and make photocopies only of pages 1 and 2 for each student. 2. Remind students about the uses and functions of direct and indirect speech and have them give you some examples. |
Direct – Indirect Speech
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525 | |||||
| Desarrollo | 00:25 | 3. Give away the photocopies and have students work in pairs. 4. Give students enough time to solve exercises A to D one at a time. 5. Walk around as they are working on the exercises to monitor their work and to help them if necessary. 6. Ask students to get together with another pair to compare their answers and make any necessary corrections. |
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525 | |||||
| Cierre | 00:30 | 7. Once they finish, ask some volunteers to read their sentences aloud to review their answers. Allow students to make any necessary corrections. |
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525 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to change sentences from direct to indirect speech respecting tense and time change. • Students are able to recognize mistakes and to correct them. • Students have enough vocabulary that allows them to understand sentences in both direct and indirect speech. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7767 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 26c |
| 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 | Reformula ideas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the exercise “Indirect speech-> Direct speech” suggested in the “Recursos” section ready to show it to students. 2. Remind students about the differences between direct and indirect speech. Write an example on the board for students to remember. |
Indirect speech -> Direct speech
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525 | |||||
| Desarrollo | 00:35 | 3. Show students the exercise on the board, using a projector for everyone to see it and ask them to copy it in their notebooks. 4. Tell students they will now change sentences from indirect to direct speech and make sure they understand what to do. 5. Ask students to answer the exercise individually. 6. Once students finish, have them work in pairs to review their answers. |
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525 | |||||
| Cierre | 00:20 | 7. Ask some volunteers pass to the front and allow them to type their answers on the computer, or have them dictate their answers to you. 8. Click on the “Check my Test” button at the end of the web page for students to verify their answers. 9. Have students mark their correct and incorrect answers, and allow them to correct their work if necessary. |
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525 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to change sentences from indirect to direct speech respecting tense and time change. • Students are able to recognize mistakes and to correct them. • Students have enough vocabulary that allows them to understand sentences in both direct and indirect speech. | ||||||||
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