Compartida por: Ignacio de Lucas
0 votos
| 4291 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 39a |
| 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 | 00:05 | TandSssayhellowiththesong“WhenIgrowup”. Have the Ss sing and move. |
When I grow up
|
||||||
| Desarrollo | 00:30 | AsktheSstomakeadrawingoftheircommunity. Askthemaboutcharacteristicsofthelifeinthecountry,inavillageandinalargecity.Sscompareandcontrastgeneralenvironmentaldifferences. Askthe Ss what kind of community do they live in? (country, village, large town) , Have them talk about their immediate environment. EncouragethemtospeakinEnglisheveniftheyuseverysimplesentences.Helpthemwiththevocabularywordsandtheconstructionofthesentences. 3.HavetheSsworkinpairsorsmallgroups.Askthemtowrite"City","Village"and"Country"onthreedifferentsheetsofpaper. Askthemtofindpicturesofthingsfromeachplace.Examplesare: •kindsofoccupations •buildings • objects, vehicles and tools Ss cut out and paste the pictures on the corresponding pages. |
|
||||||
| Cierre | 00:15 | Sssharetheirworkwiththeclass. Eachgroupdescribesthespecialoccupations, objects and toolsandbuildingstheyfindinacity,villageorcountry. T and Ss say goodbye |
|
||||||
| Evaluación | TchecksifSsareabletotalkaboutdifferentoccupationsinthecountryandinacity | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 4290 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 39a |
| 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 | 1.TandSssayhellowiththesong“WhenIgrowup”. SolveanyvocabularydoubtstheSsmighthaveandprojectthevideoagain. Finally,showthevideoathirdtime.Onthisviewing,themajorityofSsarelikelyto“getit”.HavetheSssingandmove. |
When I grow up
|
||||||
| Desarrollo | 00:30 | Note:Beforethissessionmakecardswithafewlettersmissingforthenamesofobjects,tools,professions(includingtradesorskilledworkers)andclothes. E.g.: the ones in the MED: "Objects, tools, professions and clothes" 2.Makefourcolumnsontheboardwiththeheadings:Objects,Tools,Professions,Clothing. Putthecardsfacedownonyourdesk. Calla S to the board and ask him/her to pick up a card. She/he says the complete word on the card and write it in a column. Thewhole classchecksthespellingofthewordontheboardandifitisintherightcolumn. |
Objects, tools, professions and clothes 
Town places
|
||||||
| Cierre | 00:10 | 3.Attheend,thewholeclassdetermineswhichwordsarerelated (e.g.: doctor, stethoscope, white coat) |
|
||||||
| Evaluación | •T reviews if Ss are abletoidentifythenamesofthedifferentprofessions,tools,places,etc. •T reviews if Ss are able to establish relations between them. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 4292 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 39c |
| 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 | 00:05 | T and Ss say hello with the song “When I grow up”. Have the Ss sing and move. |
When I grow up
|
||||||
| Desarrollo | 00:35 | Note: Before this session, make or print cards of the followingprofessionals or skilled workers: actor, singer, baker, doctor, vet, nurse, lawyer (attorney), librarian, carpenter, plumber, police officer, teacher, gardener butcher, mechanic, cashier, engineer, barber, hairdresser. 2.Project on a screen or white board the poster “My Neighborhood” (the link is in the “recursos“ section. Ask them if they think that this is the country, a village or a city, and why. Read aloud and slowly the names of the streets and follow them with your finger. Attract their attention to the different buildings, shops and stores. 3. Put the cards in a box. Call aS to the front and ask her/him to pick up a card. The S must say the name of the worker illustrated on the card. Ask him/her: • Where does the _____ work? The S points at the place on the map and say the name of the building, shop, etcetera. E.g.: • The doctor works in the hospital. • The nurse works in the hospital. • The barber works in the barbershop. • The cashier works in the bank (or The cashier works in the supermarket…) The gardener, the engineer and the bus driver are drawn on the map, soyou may ask: • Where is the _____ working? Help the Ss to elaborate answers like: • The engineer is working at the bridge, at south end of Moss Road. • The bus driver is driving the bus on Smith Street, near the school. • The gardener is working in the garden, at the corner of City Street and Moss Road. 4. To review what the Ss have learned about maps, ask them: • Where is the Courthouse? • Is the Music Hall north Hoxton Street? • How can you go from the Police Station to the Theatre? Help the Ss with the construction of the sentences and the vocabulary. |
My neighborhood poster
|
||||||
| Cierre | 00:10 | Ask the Sswhat they want to be when they grown up? Listen to their answers. T and Ss say goodbye. |
|
||||||
| Evaluación | T checks if Ss are able to remember the name of jobs and occupations, special buildings like the police station, courthouse, department stores etc. • T checks if Ss are able to find some locations in a map. • T checks if Ss are able to identify the cardinal directions. | ||||||||
Regístrate y accede a todos los beneficios
