Compartida por: Diana Schreckenberger
0 votos
| 1168 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 11a |
| 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 7. 1. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. 2. T has the questions from the experiment previously written on the board, writing upper and lower case letters with two different colors; using a third color for punctuation and having questions on one side of the board. T, remember you can underline question words with a different color marker as well. 3. There are also the words hypothesis and conclusions written with two different colors for upper and lowercase and a different color for punctuation as we did with the rest of the written words during our past sessions. |
|
||||||
| Desarrollo | 00:00 | 4. Lead in activity. Conclusions. 5. T divides the group in teams. Ss bring out their cards. They need to have three sets of cards: 1st set Materials & Instructions; 2nd set questions & answers and 3rd set of drawings which illustrate the progress of our experiment, illustrations only with no text. T asks students to choose a team member from each team to deliver information about the results of the experiments of each team. T & Ss compare hypothesis and results. 6. T writes some of the answers on the board writing upper and lower case letters with two different colors; using a different color for punctuation and having questions on one side of the board and answers on the other. 7. T pretends not to be sure about the word order for either the questions or the answers. 8. T asks Ss for help. Ss shout the answers. 9. T lets Ss know about the presentation of the project the following class. Ss invite their friends/family to the class to show how they worked on a scientific experiment and how they illustrated everything. 10. T & Ss prepare the order in which the cards have to be placed; materials, instructions process, hypothesis and conclusion. T selects a few students to deliver an introduction and explanation of the experiment and the work Ss did during the project. They will speak in front of the class and guests the following class. Ss will bring a card illustrating their conclusion the following session as well as their bags with bread. 11. T will divide group into teams so while Ss are seated on their place friends/family will have a chance to approach them so Ss can individually show their bags with bread to them as well a conclusion card. 12. If time and the size of the group allow it; the conclusion card will be shared with the whole class as well. |
|
||||||
| Cierre | 00:00 | 13. Say good bye with your regular routine and remind Ss to invite family/ friends for the following class. They will also bring their drawing/conclusion card and bag(s) with the bread. |
|
||||||
| 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. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1169 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 11b |
| 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 8. 1. T greets students showing guest the regular routine without forgetting to mimic and gesture as he/she speaks. 2. T has the words “hypothesis” and “conclusions” written on the board as well as the questions from session one; a. What do they think mold is? b. How long does it take for mold to appear on bread? c. Why does this happen? T, remember to use two different colors for upper and lowercase, underline question words and use a different color for punctuation as we did during our past sessions. |
|
||||||
| Desarrollo | 00:00 | 3. Lead in activity. Conclusions. 4. The students who were chosen to deliver an introduction and explanation of the experiment and the work Ss did during the project speak in front of the class and guests. Ss show their sets of cards and bags with bread to their guests. 5. T asks students to comment on their hypothesis and conclusions asking for “yes”, “no” answers e.g. “mold grows on wet bread kept in dark places, yes?” T, feel free to write questions with aux/Does, Did, if your group is ready for it and you have already worked with this kind of structure. 6. Ss shout out the answers. 7. T, takes a minute to share with friends/family the use of upper and lowercase letters; spelling; punctuation marks; understanding of questions and answers; instructions; material and vocabulary. Offer to send links to videos and game sites if it is possible. 8. The last 10 minutes Ss will have time to individually show their bags with bread to their friends/family and a conclusion card. If time and the size of the group allow it; the conclusion card will be shared with the whole class as well. |
|
||||||
| Cierre | 00:00 | 9. Say good bye and show guests what your “good bye” regular routine is. Invite Ss to come back next class for another project. |
|
||||||
| 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. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1170 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 11c |
| Tema | Seguir los pasos de un instructivo para obtener un producto | ||||||||
| Competencia a desarrollar | Seguir y dar indicaciones que regulan actividades propias de la vida cotidiana escolar | Duración | |||||||
| Aprendizaje esperado | Reconoce propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Project 2. Rules of school & classroom. Session 1. 1. T greets students with the regular routine without forgetting to mimic and gesture as he/she speaks. |
|
||||||
| Desarrollo | 00:00 | 2. Lead in activity. T addresses the class giving indications such as “give me a pencil”, “close the door/window”, “bring me your book” etc. without saying neither please or thank you. 3. T uses polite intonation while repeating the same sentences, but this time she says please and thank you and lets Ss know the difference. This should not take more than 10’. 4. "Mother may I" game. T, if this is new to you, visit the web-site to get familiarized with the game and remember to add “please” and “thank you” when children ask for permission from mother. The link presented here is for T only. T describes the game “Mother may I” so the game can be played. Playing the game should not take more than 15’. 5. At this point T presents Ss with the structure: Mother may I ___________, please? Yes, you may/ No, you may not. Thank you. Mother may I _____________, ________? Yes, you may/ No, you may not. Thank ______. This should not take more than 10’ to 15’. Using markers of different colors for upper and lowercase letters as well as for punctuation is recommended. You could as well, circle the “polite” expression; May I with another color marker. T, the game can be played inside or outside depending on the size of the class. Dividing the group in teams is recommended to have a better management of the class if the group size is larger than 10 students. This game will also give you the opportunity to introduce new vocabulary, e.g. action verbs, adjectives, jump, run, walk; big, small, backwards, forward, giant, baby etc. as well as practice numbers e.g. one step, five steps etc. |
How to play mother may I?
|
||||||
| Cierre | 00:00 | 6. Say good bye with your regular routine and remind Ss to practice the expression to request permission: May I and not to forget to say please and thank you. T tells Ss: When you get home today you will say “mom, dad today I learned to always say please and thank you and to ask; may I, if I need permission to do something”. |
|
||||||
| Evaluación | Evaluate Ss according to: - S follows instructions accurately. - S recognizes the receptor and purpose of the activity. - Understands non verbal language. - Able to select words to formulate questions / answers. - Pronunciation. - Able to write instructions. - Able to give and understand instructions. - Identifies rules and knows how to use them, and why. - Identifies language/text and corresponding images. | ||||||||
Para dejar un comentario debes iniciar sesión.
Regístrate y accede a todos los beneficios
