Compartida por: Denise Salazar
4 votos
| 6356 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 9a |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Interpretar y escribir instrucciones para realizar un experimento sencillo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Comprende e interpreta el orden y sentido de los componentes de las instrucciones para realizar un experimento | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Make photocopies of worksheet “Lucky Landing!” suggested in the “recursos” section in advance. 2. Ask students the differences between ordinal and cardinal numbers, their uses and applications. |
Lucky Landing!
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| Desarrollo | 00:35 | 3. Give away the photocopies and read the instructions, make sure students understand what to do. 4. Have students read each of the statements and complete them using the ordinal and cardinal numbers as requested. |
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| Cierre | 00:15 | 5. Ask students to work in pairs to review their work and allow them to correct their answers if necessary. |
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| Evaluación | Assess students' oral expressionlevel: • Students are able to identify and distinguish ordinal and cardinal numbers. • Students areable to expressand communicate clearly and fluently using ordinal and cardinal numbers. • Students have enough vocabulary that allows them to build complete and meaningful sentences and speech. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6357 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 9b |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Interpretar y escribir instrucciones para realizar un experimento sencillo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Comprende e interpreta el orden y sentido de los componentes de las instrucciones para realizar un experimento | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Make photocopies of worksheet “Transition words and phrases” suggested in the “recursos” section in advance. 2. Remind students that in order to follow the sequence of ideas we use specific words. |
Transition words and phrases
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| Desarrollo | 00:25 | 3. Give away the photocopies and go over each section as you explaineach one to the students. 4. Ask students to cover their photocopies with plastic since they may use it later on. |
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| Cierre | 00:25 | 5. Ask students to work in pairs and to look up in their dictionaries the meaning of the words they find more difficult to understand and to make a glossary with these words in their notebooks. |
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| Evaluación | Assess students' oral expression level: • Students are able to identify different types of transition words. • Students are able to express and communicate clearly and fluently using the correct transition words or phrases. •Students have enough vocabulary that allows them to build complete and meaningful sentences and speech. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6358 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 9c |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Interpretar y escribir instrucciones para realizar un experimento sencillo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Comprende e interpreta el orden y sentido de los componentes de las instrucciones para realizar un experimento | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download worksheet “Step by step instructions” into your computer and make photocopies in advance. 2. Tell students about this unit’s project and explain that every project needs to follow certain steps. |
Step by step instructions
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| Desarrollo | 00:35 | 3. Show the worksheet to the class and have some volunteers read aloud the paragraphs in the text. 4. Ask the rest of the class to have their dictionaries ready in case there are new words that need clarification. 5. Once students finish the reading ask some simple and general questions about it. 6.Give away the photocopies and read the instructions, in the questions’ section. 7. Ask students to answer the questions individually and allow them to go back to the reading if necessary. |
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| Cierre | 00:20 | 8. To review their answers, ask students to work in pairs to compare their work. Once they finish, have them share their information with the rest of the class and engage a class discussion. |
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| Evaluación | Assess students' oral expression level: • Students are able to identify and discuss main ideas in a text. • Students are able to express and communicate clearly and fluently using the correct transition words or phrases. •Students have enough vocabulary that allows them to build complete and meaningful sentences and speech. | ||||||||
Comentarios
Regístrate y accede a todos los beneficios
Juan Alanis 17 de Febrero de 2022
Es una excelente planeación, muy activa que permite la interacción. soy docente de TELESECUNDARIA. felicidades