Compartida por: Silvia Raya
0 votos
| 18256 | Planeación Interactiva de educación básica | ||||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Campo y Asignatura | Inglés | Bloque | II | Semana | 24 | Sesión | 1 |
| Ambientes sociales de aprendizaje | Lúdico y literario | ||||||||||
| Actividad Comunicativa | Expresión literaria | Duración | 0 horas, 50 minutos | ||||||||
| Práctica Social del Lenguaje | Cuenta historias breves de interés. | ||||||||||
| Aprendizaje Esperado | Expresa oralmente una anécdota personal. | ||||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Bibliografía | |||||||
| Inicio | 00:10 | 1. Download the files of the activities suggested in the MED section. 2. Tell students they are going to practice telling personal anecdotes but guided by images. 3. Tell students this is their dog so they have to first name the him/her. |
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Beats 5 Primary, Correo del Maestro, Sally Marshall, México, 2021, pp. 20-29. |
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| Desarrollo | 00:25 | 4. Write some ideas to tell an anecdote about their dog. This time they do not need to write all the sentences unless you consider it may help them better. 5. Encourage students to be as creative and have fun at the same time. 6. Have students tell their anecdotes. Even if they wrote it in full sentences, encourage them not to read but try to tell the most natural way. 7. Discuss with the class how many different types of anecdotes there were in the class. |
A personal anecdote
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| Cierre | 00:15 | 8. Tell students this person is their brother and he lost something so everybody would decide on what it is and what happened. 9. Encourage students to be creative and have fun at the same time. 10. Have students tell their anecdotes. Even if they wrote it in full sentences, encourage them not to read but try to tell the most natural way. 11. Discuss with the class how many different types of anecdotes there were in the class. |
An anecdote; "Oh no, I cannot find it..."
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| Evalúa | A ggod recommendation for you when telling anecdotes is, __________. a) to use words that can help the listeners visualize what you are saying. b) to use the correct American accent. c) to use commas and periods. d) to use a good dictionary to get good words. | ||||||||||
Compartida por: Silvia Raya
0 votos
| 18257 | Planeación Interactiva de educación básica | ||||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Campo y Asignatura | Inglés | Bloque | II | Semana | 24 | Sesión | 2 |
| Ambientes sociales de aprendizaje | Lúdico y literario | ||||||||||
| Actividad Comunicativa | Expresión literaria | Duración | 0 horas, 50 minutos | ||||||||
| Práctica Social del Lenguaje | Cuenta historias breves de interés. | ||||||||||
| Aprendizaje Esperado | Expresa oralmente una anécdota personal. | ||||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Bibliografía | |||||||
| Inicio | 00:10 | 1. Download the files suggested in the MED section and make copies for students. 2. Tell students they are going to keep practicing telling / writing personal anecdotes. 3. Review the suggested steps to follow when telling an anecdote. |
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Beats 5 Primary, Correo del Maestro, Sally Marshall, México, 2021, pp. 20-29. |
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| Desarrollo | 00:25 | 4. Show the image and ask students to describe the scene. 5.. Tell students this is their parents and his dad did something 6. Encourage students to be creative and have fun at the same time by using the linkers and sequencers they know. 7. Have students tell their anecdotes. Even if they wrote it in full sentences, encourage them not to read but try to tell the most natural way. 8. Discuss with the class how many different types of anecdotes there were in the class.
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An anecdote: My dad...
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| Cierre | 00:15 | 9. Tell students they need to decide who these people are, name them, and think of a context. Then, get some ideas about what happened. This time they do not need to write all the sentences unless you consider they will feel more secure. 10. Encourage students to be creative and have fun at the same time. 11. Have students tell their anecdotes. Even if they wrote it in full sentences, encourage them not to read but try to tell the most natural way. 12. Discuss with the class how many different types of anecdotes there were in the class. |
An anecdote: ...and he fainted.
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| Evalúa | "You'll never guess what happeded to me yesterday..." is a good phrase to______. a) start your anecdote. b) practice. c) connect events. d) practice the past tense. | ||||||||||
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