Compartida por: Ignacio de Lucas
0 votos
| 4287 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 38a |
| Tema | Describir y compartir información del lugar donde se vive | ||||||||
| Competencia a desarrollar | Interpretar información básica de un tema de geografía a partir de un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica por su nombre plantas y/o animales, ubicándolos en un mapa de México | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | Note:Printtheworksheetbeforethesession. 1.SayhellotoyourSs. GiveeachSacopyoftheworksheetandexplainthetask. Readeach word in the worksheet aloudandslowly. Have the Ss solve the work sheet. Withthewholegroupdiscusstheanswers. |
Occupations and vehicles
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| Desarrollo | 00:35 | 2.HavetheSsworkinpairstosolvetheworksheetaboutoccupations,vehiclesandtoolsinordertopracticetheirwritingskills. Whenallthepairshavefinished,thewholegroupcheckstheanswers. 3.Inthemediaclassroom,havetheSsplayinpairsorsmallgroups(tostimulatecomputer-mediatedcollaborativelearning)“Jobsandoccupations”game.Thelinkisinthe“recursos”section.Walkfromgrouptogroup,helpingasneeded. |
Jobs and occupations game 
Occupations, vehicles and tools
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| Cierre | 00:05 | 4.TandSssaygoodbyewiththesong“Peoplework”. |
People work
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| Evaluación | •T reviews if Ss are able to identify the name of the most common tools and vehicles. •T reviews if Ss are able to pronounce correctly each tool or vehicle and the community helper who use sit. •T reviews if Ss are able to write the name of tools and occupations. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 4288 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 38b |
| Tema | Describir y compartir información del lugar donde se vive | ||||||||
| Competencia a desarrollar | Describir e interpretar información sobre las personas de la comunidad y las actividades que realizan | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica por su nombre plantas y/o animales, ubicándolos en un mapa de México | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T and Ss say hello and ask the children: Can you tell me people who wear uniforms or special clothes? Possible answers are (but not limited to): nurses, doctors and vets, sailors, soldiers, firemen, sports teams (football, etc), divers, pilots, Ss, chefs, waiters/waitresses, dancers, nuns, priests, scouts. |
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| Desarrollo | 00:40 | Note: Before the session you must print and cut out pictures of different community helpers (there are three links on the “recursos” section). 2. Project on a screen or whiteboard the video “What are you wearing today?” Stop the video to read the name of each garment. Practice with the Ss the correct pronunciation. When the video is finished, askSs about what are they wearing. 3. Put the images into a box (like a shoes box). S takes turns to take a flashcard out from the box. S describes the uniform or special clothes the community helper orworker is wearing. E.g: This teacher is wearing a pink blouse and a black skirt. |
Occupations pictionary for kids 
Professions and jobs 
Occupations and professions 
What are you wearing today?
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| Cierre | 00:05 | 4. T and Ss say goodbye with “Let’s learn the colors” as a review for the names of the colors.Repeat the video twice |
Let´s learn the colors!
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| Evaluación | • T checks if Ss are able to recognize the names of some clothes and colors. • T checks if Ss are able to pronounce correctly the names of some clothes. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 4289 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 38c |
| Tema | Describir y compartir información del lugar donde se vive | ||||||||
| Competencia a desarrollar | Describir e interpretar información sobre las personas de la comunidad y las actividades que realizan | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica por su nombre plantas y/o animales, ubicándolos en un mapa de México | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T and SS say hello with “The clothing song”. |
The clothing song
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| Desarrollo | 00:40 | 3. Ss will practice the clothing’s names in three interactive activities. Go to the media classroom and have Ss work in pairs. First, they review the names of some garments solving the “Clothing Vocabulary Exercise”. After two or three questions, ask Ss to change roles in front of the computer. 4. When they have finished, ask the Ss to follow the link on the “recursos” section and then teach the Ss how to play “Clothes and colors”. After five minutes, ask Ss to change roles. Walk around the classroom, helping Ss as necessary. 5. When they have finished, ask the Ss to followthe link on the “recursos” section and then teach the Ss how toplay the “Clothes Memory Game”. After five minutes, ask Ss to change roles. Walk around the classroom,helpingSs as necessary. |
Clothes memory game 
Clothes and colors 
Clothing vocabulary
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| Cierre | 00:05 | 6. Have some Ss describe their favorite items of clothing. T and Ss say goodbye. |
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| Evaluación | • T checks if Ss are able to recognize the names of some clothes. • T checks if Ss are able to pronounce correctly the names of some clothes | ||||||||
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