Compartida por: Sylvia Benítez
0 votos
| 5053 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 7a |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura de suspenso y describir estados de ánimo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza diversas estrategias para comprender narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | Describing character´s mood 1. Tell to the students that the class will work again with suspense stories. They will describe the characters personality and the characters' moods in some stories to fulfill the “Emotionary” project goals. Ask them if they remember the story of “Message of Death” by M. R. James? Show the video a second time and ask the students to pay attention to all the details of the story. |
The message of death by M. R. James
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| Desarrollo | 00:25 | 2. Divide the board into three columns. Title the first column “Name of the characters”, the second one “Emotion words” (where the students will write emotion words related with each character) and the third column “Sentences” (the students will write sentences using the emotion words that describe each character. Eg. Mary is surprised because she received a strange message). Have the class fill the table on the board. |
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| Cierre | 00:10 | 3. Ask the students to copy the table in their notebooks. As homework, ask them to describe some famous characters from suspense stories like Sherlock Holmes, Dr. Watson, Dracula, Frankenstein, etc. and to use emotion words to do it. |
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| Evaluación | Assess students’ learning by: • The student identifies the characters emotions • The student is able to explain the characters emotions with clear sentences. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5054 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 7b |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura de suspenso y describir estados de ánimo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza diversas estrategias para comprender narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | Reflexive an Relative Pronouns 1. Show to the class the video Relative pronouns. It shows the use of who, whom, whose, which and that, with examples. Diagnose the studentʼs comprehension by doing the exercises at the end of the video. 2. Show the video Reflexive pronouns. It shows the use of myself, yourself, himself, herself, itself, ourselves, themselves and yourselves with examples. Diagnose the studentʼs comprehension by doing the exercises at the end of the video. |
Reflexive pronouns 
Relative pronouns video
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| Desarrollo | 00:25 | 3. In pairs or small groups, the students solve the exercises in the pages Reflexive pronouns activity and Relative pronouns activity. The groups check the answers by clicking the check button and discuss the mistakes they made. Review the materials enforce the learning goals. |
Relative pronouns exercises 
Reflexive pronouns exercises
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| Cierre | 00:10 | 4. As homework, ask the students to make a summary of each subject. They can do comparative tables, synoptic tables, text, etc. |
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| Evaluación | Assess students’ learning by: • The student writes the ideas in order. • The sentences are clear and complete. • The student participates respectfully at a satisfactory level in all activities. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5055 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 7c |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura de suspenso y describir estados de ánimo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza diversas estrategias para comprender narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:20 | Build paragraphs 1. Inform to the students that they will be writing a story. The ideas must be logically ordered (chronologically or in order of time, the description in order: up to down, inside to outside, etc). 2. In pairs, the students play the Story-builder game. They must put the sentences in order to make a story. |
Story-builder game
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| Desarrollo | 00:20 | 2. Organize the class in pairs. Print the Joining sentences worksheet. Give a sheet to each student. It is a text about the game Have the pairs read the text and decide on the best order for the sentences. Project on a screen the worksheet. Check and discuss the answers with the whole class. |
Joining sentences
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| Cierre | 00:20 | 3. Propose to the students the Mixed-up paragraph exercise. They have to put the sentences in order to form a well-built paragraph. When they think their text is correct, they click on "Check" to check it. If they get stuck, they may click on the "Hint" button to find out the next correct sentence. They must click-on the sentences to add them to the paragraph. |
Mixed-up paragraph exercise
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| Evaluación | Assess students’ learning by: • The student understands the logic order of a paragraph. • The student is able to order sentences in a logical contextual order. | ||||||||
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