Compartida por: Denise Salazar
1 voto
| 7768 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 27a |
| 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 lesson “Adverbials of time” suggested in the “Recursos” section ready on your computer or tablet to show it to students. 2. Remind students there are different times of adverbs that help us describe or modify verbs, adjectives or other adverbs. |
adverbials of time
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525 | |||||
| Desarrollo | 00:40 | 3. Show students the lesson on the board using the projector for everyone to read it. 4. Have some volunteers read the explanations as well as the examples given. 5. Verify understanding and ask students to take notes of the most important information as well as of the chart. 6. Focus students’ attention on the exercise and ask them to solve it individually in their notebooks. |
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| Cierre | 00:15 | 7. Once students finish, have some volunteers read their answers aloud and review the exercise as a group. 8. Organize students in pairs and have them write at least two examples using adverbs from each category. |
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| Evaluación | Assess students' oral expression level: • Students are able to understand the uses and functions of the adverbs of time. • Students are able to recognize the types of adverb and when to use them correctly according to different periods of time. • Students have enough vocabulary that allows them to write complete and meaningful sentences using adverbs of time. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7769 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 27b |
| 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 video “Questions in the Simple Past – Exercise” suggested in the “Recursos” section ready on your computer or tablet to project it on the board 2. Write on the board a sentence in the simple past tense and have students tell you its tense, how to change it to negative form and also to interrogative form. |
Questions in the Simple Past - Exercise 1
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| Desarrollo | 00:35 | 3. Project the exercise on the board using the beam projector for all students to see it. 4. Before solving the exercise, click on the “Do you need help?” section and show students the review. 5. Go back to the exercise and read the instructions aloud. Make sure students understand what to do. 6. Have students copy the exercise in their notebooks and ask them to solve it in pairs. |
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525 | |||||
| Cierre | 00:20 | 7. Once students finish, ask them to exchange their notebooks with another pair of students to review their answers. 8. Once students finish, have some volunteers tell you the answers and write them on the spaces provided. Click the “Show answer” button at the end of the page for students to review their work. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify sentences in the past tense, as well as regular and irregular verbs. • Students are able to form questions in the past tense accurately. • Students have enough vocabulary that allows them to understand and complete questions in the simple past tense. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7770 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 27c |
| 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. Download the worksheet “Finding a word in the Dictionary” suggested in the “Recursos” section to your computer or tablet and make photocopies for each student. 2. Tell students that many times we guess or understand the meaning of a word by understanding the context, but that other times it is important to look for a specific meaning in a dictionary. |
Finding a word in the Dictionary
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525 | |||||
| Desarrollo | 00:45 | 3. Give away the photocopies to each student and read the instructions aloud. 4. Ask students to go over the exercise individually and clarify any doubt if necessary. 5. Once students finish the exercise, ask them to get in pairs to compare their answers. |
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525 | |||||
| Cierre | 00:10 | 6. Have some volunteers read their answers and allow the rest of the group to correct or complete their work. |
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525 | |||||
| Evaluación | Assess students’ oral and written expression levels: • Students are able to identify the use a dictionary to clarify vocabulary doubts. • Students are able to recognize and understand how the guide words in a dictionary are used. • Students are able to look for specific words in a dictionary. | ||||||||
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