Compartida por: Denise Salazar
1 voto
| 7774 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 29a |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer obras de teatro para comparar actitudes y conductas asumidas por personas en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza diversas estrategias de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Public Signs, Imperative Form and Sentences ESL Grammar Activity Online” game suggested in the “Recursos” section ready to show it to students. 2. Remind students about different ways of communication (verbal and non-verbal) 3. Organize students into four or five teams to play the game suggested. |
Public Signs, Imperative Form and Sentences ESL Grammar Activity Online
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| Desarrollo | 00:30 | 4. Show students the game on the board using the projector for everyone to see it. 5. Tell students they will have to put some words in the correct order to form an imperative sentence. 6. The team that completes the sentence first, will be the one to tell the answer. 7. Drag the words and place them in the order the team tells you to. 8. Click the “Submit” button to check the answer. If it is correct the team will get a point. 9. The team with the most points will be the winner. |
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| Cierre | 00:25 | 10. Once the game is over, have students form smaller teams and ask them to write at least 5 sentences using the imperative form. 11. Ask students to illustrate their sentences with signs. 12. Have students share their sentences with the rest of their classmates by reading them aloud and by hanging their work on the classroom walls. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify different parts of speech. • Students are able to recognize word order to write an imperative sentence. • Students have enough vocabulary that allows them to build complete and meaningful sentences using the imperative form and recognizing public signs. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7775 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 29b |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer obras de teatro para comparar actitudes y conductas asumidas por personas en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza diversas estrategias de comprensión | ||||||||
| 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 exercise “Word order exercise (adverb of time and place) 1” ready to show it to students. 2. Remind students about the different types of adverbs. 3. Focus on the adverbs that show time and place and ask students for some examples to write on the board. |
Word order exercise (adverb of time and place) 1
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| Desarrollo | 00:40 | 3. Organize students in teams of three to play the game. 4. Show students the game on the board using the projector and read the instructions. 5. Tell students this time, they will have to organize the words in their notebooks and that the firs team to finish will be the one whose option is reviewed. Make sure students understand what to do before the game begins. 6. Have the team captain of the team tell you the answer once they finish rearranging the sentence. 7. Click the “Check” button to review students’ answers every time a sentence is completed. |
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| Cierre | 00:15 | 8. Once the game is over, ask students to make at least five sentences that include adverbs of time and of place. 9. Ask some volunteers read their work to the rest of the class. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to recognize the uses and functions of adverbs of time and place. • Students are able to organize different parts of speech to form correct sentences. • Students have enough vocabulary that allows them to build complete and meaningful sentences using adverbs of place and time. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7776 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 29c |
| Tema | Comprender y expresar diferencias y semejanzas entre algunos aspectos culturales, tanto de México como de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer obras de teatro para comparar actitudes y conductas asumidas por personas en países en los que se habla lengua inglesa y en México | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza diversas estrategias de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Present simple: affirmative, negative, questions” worksheet suggested in the “Recursos” section to your computer or tablet and make photocopies for each team in advance. 2. Remind students about the uses and functions of the simple present tense. Write an example on the board and have students change it to its negative and interrogative forms. |
Present simple: affirmative, negative, questions.
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| Desarrollo | 00:35 | 3. Organize students into small teams and give them away the photocopies. 4. Ask students to read the instructions for each exercise and ask them to solve them one by one. Make sure students understand what to do and clarify any possible doubts. |
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| Cierre | 00:20 | 5. Once students finish all the exercises, as volunteers from each team to read their final work to the rest of the class. Try to make everyone participate reading at least one sentence. |
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| Evaluación | Assess students' level in oral and written expression: • Students are able to identify and understand the uses and functions of the simple present in the affirmative, negative and interrogative forms. • Students are able to use the simple present in the affirmative, negative and interrogative forms accurately. • Students have enough vocabulary that allows them to build complete and meaningful sentences using the simple present. | ||||||||
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JUANA ARCO 29 de Septiembre de 2020
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