Compartida por: Diana Schreckenberger
0 votos
| 1165 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 10a |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Seguir instrucciones para realizar un experimento sencillo vinculado con ciencias | Duración | |||||||
| Aprendizaje esperado | Diferencia instrucciones de una lista de materiales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Session 4. 1. T has written the materials on the board on one side and the instructions related to this activity/experiment on the other. T, remember to use different color markers. 2. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
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| Desarrollo | 00:00 | 3. T takes Ss to computer room and/or shows video in the classroom with screen depending on the conditions of the school. Ss will play a computer game. Allow the Ss to play the game no more than two times depending on the size and writing abilities of your group. 4. Ss work in an alphabet computer game before they start writing the list of materials found in this experiment just like they did on the first session. This time we’ll pay close attention to the spelling of each word. 5. T reminds students that on one side of the board are the materials and on the other, the instructions for the experiment. Today Ss will write the materials only. 6. T did not write either the materials or the instructions during the last session leaving room for him/her to ask if the materials shown on the board today and used in the experiment are similar to the ones they saw on the video the previous session. T; this is an opportunity for you to review the structure of questions and answers and to help students understand the difference. Use simple yes, no, guided questions. 7. T chooses a few students to listen to their comments. The number of students chosen will depend on the size of your group. 8. T has Ss fold a piece of paper in half and write one word on each half of the page leaving enough space for them to draw the object that matches each word. Keep in mind you will not need to fold the paper if you choose to work with small cards instead of letter size paper. 9. T demonstrates how to fold the paper and where to write the word on it in front of the class so Ss can follow. 10. Let students know they first need to write all the words as you, together with the whole class, spell each one of them. Ss can finish drawing and coloring them at home if they don’t finish this part of the activity in the classroom. |
Alphabet order
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| Cierre | 00:00 | 11. Say good bye with your regular routine and remind Ss to go take a look at their bread but TO NOT OPEN THE BAG (s) As homework they need to draw again their observations of the slice of bread and mark their new card week two. 12. T says: When you get home today you will say, “mom, dad today I wrote the materials for my scientific experiment to learn about mold”. Check how your bread looks now and DO NOT OPEN THE BAG (s). 13. Finish coloring and drawing (if necessary) our material cards. Bring them for the next class. |
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| Evaluación | Evaluate Ss according to: - S understands the difference between instructions and material for the experiment. - S follows instructions accurately. - S understands the theme and purpose of the activity. - Understands non verbal language. - Able to select words to formulate questions/answers. - Pronunciation. - Compares similitude and differences in instructions. - Identifies instructions to follow for the experiment. - Identifies order in a sequence. - Use of language to share information. - Recognizes text and images. - Re writes names of materials. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1166 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 10b |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Seguir instrucciones para realizar un experimento sencillo vinculado con ciencias | Duración | |||||||
| Aprendizaje esperado | Diferencia instrucciones de una lista de materiales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Session 5. 1. T has written on the board the materials on one side and the instructions related to this activity/experiment on the other. T, remember to use different color markers. 2. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
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| Desarrollo | 00:00 | 3. T takes Ss to computer room and/or shows them the video in the classroom with a screen, depending on the conditions of the school. Play the game no more than two times, depending on the size and writing abilities of your group. 4. Ss work in an uppercase-lowercase computer game as practice before they start writing the instructions for this experiment, just like they did on the first session. 5. T has Ss fold a piece of paper in half and write one word on each half of the page, leaving enough space for them to draw the object that matches each word. Keep in mind you will not need to fold the paper if you choose to work with small cards instead of letter size paper. 6. T demonstrates how to fold the paper and where to write the word in front of the class so Ss can follow. 7. Let students know they first need to write all the words as you, together with the whole class, spell each one of them. 8. Ss can finish drawing and coloring them at home if they don’t finish this part of the activity in the classroom. |
Uppercase and lowercase letter matching
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| Cierre | 00:00 | 9. Say good bye with your regular routine and remind Ss to go take a look at their bread but TO NOT OPEN THE BAG (s). 10. T says: When you get home today you will say, “mom, dad today I wrote the instructions for my scientific experiment to learn about mold”. 11. As homework they need to draw again the slice of bread with their observations and mark their new card week two. 12. Finish coloring and drawing (if necessary) our instruction cards. Bring them for the next class. |
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| Evaluación | Evaluate Ss according to: - S understands the difference between instructions and material for the experiment. - S follows instructions accurately. - S understands the theme and purpose of the activity. - Understands non verbal language. - Able to select words to formulate questions/answers. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1167 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 10c |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Seguir instrucciones para realizar un experimento sencillo vinculado con ciencias | Duración | |||||||
| Aprendizaje esperado | Diferencia instrucciones de una lista de materiales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Session 6. 1. T decides if the class is in the classroom or in the computer room, depending on the conditions of the school/classroom. We’ll have a video for this class. 2. Write the list of materials, the questions, answers and the instructions scattered on the board before Ss get to the class. 3. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
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| Desarrollo | 00:00 | 4. T asks Ss to take out their cards and place them on their table so they can look and read them. Drill. 5. T shows a card to the class and Ss pick the same card and show it back to the teacher. T reads the card to Ss, then Ss repeat after the T. This will take about 10’ to 15’ depending on the size of your group. This is an opportunity to review pronunciation. 6. After Ss have read their cards you are going to play a game. Instructions to Ss: T points at a word on the board from the materials list Ss clap one time. T points at a word from the instructions Ss clap twice, points at a question Ss claps three times; points at an answer Ss clap four times. This will take about 10’ to 15’ depending on the number of words you choose to work with. 7. After the game is over and depending on the time, show punctuation video/(s). Videos are no longer than 35 seconds so it should not be a problem. |
Punctuation 
Punktuition
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| Cierre | 00:00 | 8. Say good bye with your regular routine and remind Ss to go take a look at their bread but TO NOT OPEN THE BAG (s). As homework they need to draw again their slice of bread to show their observations and mark their new card week two. 9. T says: When you get home today you will say, “mom, dad today I played a game with the cards I made for my scientific experiment to learn about mold”. |
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| Evaluación | Evaluate Ss according to: - S understands the difference between instructions and material for the experiment. - S follows instructions accurately. - S understands the theme and purpose of the activity. - Understands non verbal language. - Able to select words to formulate questions/answers. - Pronunciation. - Compares similitude and differences in instructions. - Identifies instructions to follow for the experiment. - Identifies order in a sequence. - Use of language to share information. - Recognizes text and images. - Shows confidence using English. | ||||||||
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