Compartida por: Denise Salazar
1 voto
| 7771 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 28a |
| 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 | 00:10 | 1. Download the “Emotions Reading Worksheet” suggested in the “Recursos” section to your computer or tablet and make photocopies for each student. 2. Tell students that for the following three sessions, they will work in the development of a project called “Testimony”. 3. Remind students about the different emotions and feelings people experience in specific situations: before/after an exam, when going to the doctor, or when something unexpected happens. Elicit some situations from students. 4. Organize students in groups of three or four students. |
Emotions Reading Worksheet
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| Desarrollo | 00:25 | 5. Give away the photocopies and ask students to go over exercises 1, 2 and 3 individually. 6. Once they get to exercise 4, have them work with the other members of their team to solve them. 7. As students are working on the exercises, walk around and monitor their work. Make sure they understand every step and clarify doubts when necessary. |
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525 | |||||
| Cierre | 00:25 | 8. Once students reach exercise 7, ask them to think about specific situations that were unexpected to them, and have them write the letter about it. 9. Have volunteers read their letters to the rest of the class. |
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| Evaluación | Assess students’ oral and written expression levels: • Students are able to understand vocabulary related to feelings and emotions and to communicate them depending on various situations. • Students are able to understand simple texts as well as specific expressions and phrases. • Students are able to communicate with their classmates in a clear and fluent way and decide on how to write a letter. • 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 to write a text expressing feelings and emotions. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7772 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 28b |
| 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 | Determina la función de las pausas, el ritmo y la entonación | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “An unexpected situation” worksheet suggested in the “Recursos” section and make photocopies for each student in advance. 2. Tell students that when we retell something that has happened to us, we need to follow a sequence, so it makes sense. |
An Unexpected Situation
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525 | |||||
| Desarrollo | 00:25 | 3. Give away the photocopies to each student and read the instructions for the first part of the exercise aloud. 4. Tell students to write next to each statement their answers. Clarify any doubt if necessary 5. Once all students finish, ask them to complete the paragraph and to write down the missing blanks according to what it is indicated. 6. Ask students to share their stories with the rest of their teammates. Tell students this small paragraph can serve as a guide to work in their projects and advise them to keep it close when they write their own papers. 7. Ask students to think about an unexpected situation and what they felt when that happened. 8. Have students follow the sequence of the events and ask them to use the activity as a guide to write their own stories. |
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525 | |||||
| Cierre | 00:30 | 9. 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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525 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to work in a collaborative way to write stories about unexpected situations. • 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 and write a text from them. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7773 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 28c |
| 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 | Determina la función de las pausas, el ritmo y la entonación | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Oral Presentation Rubric” suggested in the “Recursos” section ready to show it to students. 2. If possible, make photocopies of the rubric to evaluate students’ performance. |
Oral Presentation Rubric
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| Desarrollo | 00:35 | 3. Before students start their presentations, show them the rubric on the board using the beam projector for everyone to see it. 4. Ask some volunteers read every one of the descriptors and categories and clarify any possible doubts. |
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| Cierre | 00:20 | 5. Once students have presented their “Testimonies”, have them share their individual and team experiences with the rest of the class. 6. Use the rubrics as a way to feedback your students’ performance. |
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525 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to participate in an exchange of testimonies. • Students are able to establish turns of participation. • 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 a repertoire of words necessary for this social practice of the language. | ||||||||
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