Compartida por: Diana Schreckenberger
0 votos
| 2366 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 20a |
| 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 to tell you about their wheatgrass project. Dotheywanttomakejuicewithit? |
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| Desarrollo | 00:40 | T, have Ss watch the video, it last about 5’. Link in the “recursos” column. I suggest you watch it first since the explanation in the video is very good but the sound is not. I would like to mention as well that the accent from the young woman explaining the process may not be an accent your Ss are used to. T, after the class is watched the video go over the steps writing them on the board. Cut the wheatgrass Rinse Put in the blender Add water little by little Pour through a strainer and press. Enjoy! Ss copy the process in a blank piece of paper which they will be able to take home and show to their family. 15’ Ask Ss to bring back the paper with the process they wrote and to illustrate how they did it at home. 5’ T, have Sscolor and cut the fruits flashcards. 10’ T, model by reading the steps to follow to make wheatgrass and have Ss read/ repeat after you. 5’ |
Fruit food nutrition flash cards 
How to make wheatgrass juice at home with no juicer.
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| Cierre | 00:05 | Remind Ss they need to bring back from home the paper with the steps to make wheatgrass juice. T, say goodbye with your regular routine. |
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| 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
| 2367 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 20b |
| 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 2.- T, say hello as you do following your regular routine. Ask Ss to take out the paper with the steps to make wheatgrass juice they brought from home. |
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| Desarrollo | 00:40 | T, go over the steps Ss followed at home to make wheatgrass. Ask them what their experience was like. Ask them to describe the taste of the juice. 10’ Tell Ss they are going to play a memory game. Have them work in pairs using the vegetable and fruit flashcards they colored and cut during the last session.10’ Link in the “recursos” column. Have Ss color worksheets about fruits. What color are cherries? Is the name of the worksheet. Link in the “recursos” column. The name of the worksheet for vegetables is; What color are vegetables? Link in the “recursos” column. 15’both worksheets. T, tell Ss that now that they know so much about fruits and vegetables they are going to prepare some recipes with fruits and vegetables during our next session. 5’ |
Fruit food nutrition flash cards 
Questions and description about fruits. 
Colored vegetables vocabulary worksheet 
Flashcards to color and cut/ vegetables
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| Cierre | 00:05 | Ask Ss to make sure the worksheets have their name on them and to leave them in the classroom with the teacher. T, say goodbye with your regular routine |
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| 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
| 2368 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 20c |
| 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 3.- T, say hello as you do following your regular routine. Ask Ss if they are ready to write some recipes to show at home who much they know about fruits and vegetables. |
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| Desarrollo | 00:40 | Start by giving Ss some blank paper. Write on the board: Welcome to 2o grade kitchen!! 5’ Have Ss work in pairs. Ask Ss to think of a recipe they would like to prepare. Listen to their ideas. 5’ While writing the on the board, propose the following recipes: 5’ Banana milk shake Fruit salad Fresh berries smoothie Green salad Fresh vegetables with lemon and chili Vegetable summer platter Each team chooses a person to explain what they think the process to prepare them is. 5’ When Ss finish, T writes on the board a summary of what Ss said: 5’ Banana milk shake: 1.- Have two bananas with the peel off 2.- Put them in the blender. 3.- Add two cups of milk 4.- Add some vanilla 5.- Add some sugar 6.- Blend 7.- Serve 8.- Enjoy! T; notice that all is written in the present tense. When you finish writing read and elicit repetition from the Ss. 5’ Fruit salad 1.- Select fruits 2.- Wash all the fruits 3.- Cut in small pieces 4.- Place in a bowl 5.- Add some orange juice 6. - Serve 7.- Enjoy! When you finish writing read and elicit repetition from the Ss. 5’ T, walk around to make sure all the Ss have the correct spelling and their names on the paper they wrote. Remind Ss their paper needs to stay in the classroom. 5’ |
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| Cierre | 00:05 | T, say goodbye with your regular routine Tell Ss we’ll continue with our recipes in our next session. |
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| 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. | ||||||||
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