Compartida por: Diana Schreckenberger
0 votos
| 2363 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 19a |
| Tema | Participar en juegos de lenguaje con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Escribir preguntas para obtener información de los productos naturales del campo | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Relee palabras y partes de un texto | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 1.- T, say hello as you do following your regular routine. Ask Ss about their wheatgrass project. |
|
||||||
| Desarrollo | 00:40 | T, start the class with the vegetable song. 5’ Remember to add as many vegetables as possible using the same tune. Give Ss a worksheet chosen from the link I include in the “recursos” column. Coloring and solving the page will take about 10’ to 15’ depending on the paper you choose. Play a game using the vegetables flashcards. T, holds a flashcard up high and begins saying the names of different vegetables. When Ss hear the name that corresponds to the vegetable T is holding up,Ss clap and shout: “Put it in my plate”!T, write this sentence on the board. 10’ Ask Ss what their favorite vegetable is. Present the structures: Do you like carrots? Yes, I like carrots. No, I don’t like carrots. Do you like spinach? Yes, I like spinach. No, I don’t like spinach. Feel free to choose as many examples as possible. 10’ Remember to write auxiliary and question marks with different color markers. Tell Ss they need to prepare a salad. Have them write the ingredients for the salad on a blank piece of paper. 5’ |
Colored vegetables vocabulary worksheet 
Vegetables flash cards 
Vegetables song
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. Remind Ss to keep an eye on their wheatgrass project and come tell us about it next session. |
|
||||||
| Evaluación | Predict content from previous knowledge and illustrations. • Identifies book cover; title, index and back cover. • Recognizes purpose and receiver. • Reads aloud. • Clarifies the meaning of unknown words using a bilingual dictionary • Identifies characteristics such as size, color, flavor etc. of fruits and vegetables when ask about them e.g. What is the size of…? What color is…? • Does it taste good? Etc. • Identifies written questions and the use of question marks. • Identifies the correct words to form questions. • Completes question models to obtain information. • Recognizes graphic and text. • Understands relationship between text and images. • Recognizes question marks. • Vocabulary needed for this social practice. •Punctuation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2364 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 19b |
| Tema | Participar en juegos de lenguaje con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Escribir preguntas para obtener información de los productos naturales del campo | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Relee palabras y partes de un texto | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T, say hello as you do following your regular routine. Ask Ss if they remember the vegetable song. |
|
||||||
| Desarrollo | 00:40 | T,have Ss sing the vegetable song a couple of times. 5’ T, invite Ss to play a computer game about vegetables. 10’ T, this game could take longer make sure you keep track of the time. T, ask Ss to write a few sentences about their favorite vegetable. To help them you can present the following questions: What is your favorite vegetable? What color is it? Does it smell good? Can you make juice with it? Where do you buy it? How many times a week do you eat it? Model the sentences for Ss and write questions and sentences on the board e.g. My favorite vegetables are carrots. Carrots are orange color. Carrots smell very good.You can make juice with them. You can buy carrots in the market. I eat carrot salad every day! Explain Ss don’t have to write the questions but give you statements about their favorite fruit. Give Ss 15’. Remind Ss they need to leave their paper in the classroom. They need to write their name on the paper. Choose a vegetable worksheet from the link I include in the “recursos” column. Give Ss 10’ to solve it. |
Vegetables, colors, verb subject agreement, verb to be 
Vegetable computer game
Vegetables song
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. Remind Ss to keep an eye on their wheatgrass project and come tell us about it next session. |
|
||||||
| Evaluación | Predict content from previous knowledge and illustrations. • Identifies book cover; title, index and back cover. • Recognizes purpose and receiver. • Reads aloud. • Clarifies the meaning of unknown words using a bilingual dictionary • Identifies characteristics such as size, color, flavor etc. of fruits and vegetables when ask about them e.g. What is the size of…? What color is…? • Does it taste good? Etc. • Identifies written questions and the use of question marks. • Identifies the correct words to form questions. • Completes question models to obtain information. • Recognizes graphic and text. • Understands relationship between text and images. • Recognizes question marks. • Vocabulary needed for this social practice. • Punctuation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2365 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 19c |
| Tema | Participar en juegos de lenguaje con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Escribir preguntas para obtener información de los productos naturales del campo | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Relee palabras y partes de un texto | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T, say hello as you do following your regular routine. Ask Ss to tell you about their wheatgrass project. |
|
||||||
| Desarrollo | 00:40 | Today the class is going to start by playing a hang man game. T, choose 5 words for Ss to guess. Divide the group in teams; the team who guesses first wins. 5’ Coloring activity, Ss color and write the name of their favorite vegetable. 10’ Link in the “recursos” column. T, have Ss play a couple of computer games for fruits and vegetables. 10’ to 15’ depending in Ss skills. Have Ss color and cut the vegetable flashcards. The cards will be used in our next session. Remind Ss all worksheets need to have their name and they need to left in the classroom. 10’ |
Flashcards to color and cut/ vegetables 
Computer game fruits/memory 
Computer game vegetables/memory 
Coloring page favorite vegetable
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. Tell Ss they are going to learn how to make wheatgrass juice in our next session. |
|
||||||
| Evaluación | Predict content from previous knowledge and illustrations. • Identifies book cover; title, index and back cover. • Recognizes purpose and receiver. • Reads aloud. • Clarifies the meaning of unknown words using a bilingual dictionary • Identifies characteristics such as size, color, flavor etc. of fruits and vegetables when ask about them e.g. What is the size of…? What color is…? • Does it taste good? Etc. • Identifies written questions and the use of question marks. • Identifies the correct words to form questions. • Completes question models to obtain information. • Recognizes graphic and text. • Understands relationship between text and images. • Recognizes question marks. • Vocabulary needed for this social practice. • Punctuation. | ||||||||
Regístrate y accede a todos los beneficios
