Compartida por: Ignacio de Lucas
0 votos
| 4275 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 34a |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Interpretar información básica de un tema de geografía a partir de un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reescribe nombres de plantas y/o animales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. T and Ss say goodbye with the song “Hou to read a map”. |
How to read a map song
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| Desarrollo | 00:35 | 2. Discuss with the whole class the concept of a "symbol" and a "map key". Show the Ss where the map key would be located on a map. (Usually in a corner.) Have the Ss make a treasure map. They can hide an object in the playground and create a map that leads to the treasure. Help them create a map key. 3. In the media classroom, have children working in pairs to play “Adventure Island”. After five minutes, instruct the pairsto change roles in front of the computer. |
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| Cierre | 00:05 | 4.Ask the children if they believe that symbols are important parts of mapsand why. Don’t expect complex answers. Encourage them to speak in English using very simple sentences. T and Ss say goodbye. |
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| Evaluación | • T checks if Ss are able to recognize the importance of symbols in amap. • T checks if Ss are able are able to explain the need for maps. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 4276 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 34b |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Interpretar información básica de un tema de geografía a partir de un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reescribe nombres de plantas y/o animales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T and Ss sing a song to say hello. |
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| Desarrollo | 00:40 | 2.Give each of the Ss a sheet of constructionpaper. Have them construct a complete map of the classroom, using symbols (very simple drawings) to represent the objects on their map. These objects could include the blackboard, the door, the bookshelves, S desks, etc. If you have a compass show the Ss where the North is so they can draw a North arrow or a very simple compass rose on their maps. 3. Have the Ss present their maps to their classmates and explain how they constructed their maps and if they have used symbols.Expectsimple sentences and answers. Help the Ss with the construction of the sentences and the vocabulary. |
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| Cierre | 00:05 | 4. Ask the children to paste their maps on the classroom bulletin board. Say goodbye to the Ss. |
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| Evaluación | • T checks if Ss are able to recognize the cardinal directions. • T checks if Ss are able to pronounce correctly every cardinal point. • T checks if Ss are able to work in team. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 4277 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 34c |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Interpretar información básica de un tema de geografía a partir de un gráfico | Duración | 0 horas, 47 minutos | ||||||
| Aprendizaje esperado | Reescribe nombres de plantas y/o animales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Notes: a) Access thepage “Animals of Mexico - Crafts” before the session. Choose some puppets to do and prepare the material the Ss will need (consider the number of groups you will have). Select some animals from each category. You should make and print an instruction guide(with photos and drawings) for each craft you have chosen. b) Explore the “Mexican animals game” (link on the “recursos” section of the S36c) because the children will play this game and it would be better that they know at least some of the animals. 1. T and SS say hello. Project on a screen or whiteboard the video “The animals of Mexico”. Talk with your Ss about the most representative animals of Mexico. |
The animals of Mexico
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| Desarrollo | 00:40 | 2. Ask the Ss if they know some of these Mexican animals, or others as well. Listen to their answers and tell them that Mexico has a huge number of different animals and plants.Talk about some of them. 3. Explain to the Ss that they are going to make some Mexican animals crafts (paper bag puppets). Divide the class in groups of 2 or 3. Give the Ss some information about birds, reptiles, mammals and amphibians (where do the species live, how do they look like, etc). Assign each group a different animal craft. Give each group the correspondent instruction guide. Sswork in their crafts. Help the Ss if they have any problems understanding the guideor with some procedure. Encourage them to speak in English even if they use very simple sentences.The more they hear themselves speaking the easier it will for them to become fluent and to feel confident when they must speak. |
Mexican animals
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| Cierre | 00:02 | 4. Ss clean up. Ask the Ss to ask at home about the animal they have portrayed (maybewith the help of their parents or older siblings they can do a very simple research in books and on the internet). Say goodbye to the Ss. |
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| Evaluación | • T checks if Ss are able to recognize the name of some animals of Mexico. • T checks if Ss are able to identify what animals live in different regions of the country. | ||||||||
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