Compartida por: Diana Schreckenberger
0 votos
| 3638 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 33a |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Registrar información básica de un tema de Geografía con apoyo de un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce propósito y tema a partir de ilustraciones y datos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T, say hello as you do following your regular routine. T, for the purpose of these sessions please use different color markers to emphasize subject, verbs, lower or upper letters and punctuation. Pick up each and every worksheet Ss produce during these sessions to be able to put them in a binder as to have a final product at the end. 2. T, prepare various cards with cognates (for the purpose of this lesson plans we’ll use Spanish to compare) such as: T, there is a link to a list in the “recursos” column in case you want to choose different words for your class. family - familia sofa - sofá radio - radio gorilla gorila gas - gas reunion - reunión special - especial extra - extra color - color cafeteria - cafetería |
Colorin Colorado. Spanish Cognates 
. Blank image to write cognates
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| Desarrollo | 00:40 | Explain the concept of cognate. 5’ Show the cards to you Ss. Have them copy the words on the worksheet which link is indicated in the “recursos” column. Choose if you want them to write only English / Spanish or both. They can color the worksheet and write their face, hair and uniform/ outfit. 10’ Have them create sentences with the examples from the cards. The number of sentences will depend on you. 10’ Write the cognates on the board using different colors to differentiate the words in English from those in Spanish. 5’ 3. T, I’m including a link to a resource for cognates in the “recursos” column, from there I suggest you use pages 6 and 8 to teach food cognates. Please make copies of those pages and use them the last 10’of you session. 4. Show Ss page 8 first and have them read all the words, and then have them work on page 6 as homework. Explain Ss what they need to do on page 6 before they go home. |
Food cognates. Reallygoodstuff
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| Cierre | 00:05 | 5. Ask Ss if they have any questions about their homework page. T, say goodbye with your regular routine. |
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| Evaluación | • Identify graphic and written components. • Locate North, Central and South America. • Identify data or information aboct countries located in the American continent. • Explore maps of the American continent with information such as language, coin and flag of each country etc. • Point to countries on the American continent and recognize them when hearing their name. • Pronounce the names of countries for practice. • Recognize words similar to those of their mother tongue. • Write the names of regions and countries of the American continent following a model. • Complete sentences from a group of words. • Upper and lower cap letters. • Getting to know and appreciate linguistic diversity | ||||||||
Compartida por: Diana Schreckenberger
1 voto
| 3639 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 33b |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Registrar información básica de un tema de Geografía con apoyo de un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce propósito y tema a partir de ilustraciones y datos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T, say hello as you do following your regular routine. Ask Ss to have their homework on their desk. |
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| Desarrollo | 00:40 | 2. Review homework. 10’ 3. Continue by telling Ss you are going to show them an illustration. 4. Project or have already printed the “travelling with kids“ image. Show to Ss or put it on the board using some tape. Show to Ss and ask if they have ever traveled. Listen to their comments. 5’ 5. Project the world map on the board or have Ss look at it on the computer screen. Show the clipart image of the American continent. Let them know the following sessions will be about the American continent. Explain the continents. Mark with a pointer or a marker the different subdivisions of the American continent; North, Central and South America10’ Ask them to locate their country. (For the purpose of this session we’ll refer to Mexico as their country). 5’ 6. Have Ss color their country and write it’s name on the printed worksheet. 5’ Use different color markers for upper and lower caps. Write on the board and have them copy the following sentences. They will have to circle with one color the uppercase and with other the lower case letters. They will also circle North, Central and South America: 5’ The American continent is one of the continents in planet Earth. The American continent is divided in North America, Central America and South America. Mexico is located in North America. 10’ |
World map worksheets to print. 
Clipart globe/American continent 
Traveling with kids image
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| Cierre | 00:05 | 7. Ask if there are any questions and then say goodbye with your regular routine. Remember to pick up all worksheets from your Ss and place in a folder specific of each one of them. |
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| Evaluación | • Identify graphic and written components. • Locate North, Central and South America. • Identify data or information aboct countries located in the American continent. • Explore maps of the American continent with information such as language, coin and flag of each country etc. • Point to countries on the American continent and recognize them when hearing their name. • Pronounce the names of countries for practice. • Recognize words similar to those of their mother tongue. • Write the names of regions and countries of the American continent following a model. • Complete sentences from a group of words. • Upper and lower cap letters. • Getting to know and appreciate linguistic diversity. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3640 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 33c |
| Tema | Difundir información mediante recursos gráficos | ||||||||
| Competencia a desarrollar | Registrar información básica de un tema de Geografía con apoyo de un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce propósito y tema a partir de ilustraciones y datos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T, say hello as you do following your regular routine. |
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| Desarrollo | 00:40 | 2. Remind Ss about the world map and its continents. Tell them they are going to pretend to go on a trip so they will need to board an imaginary plane. 3. Give Ss the plane worksheet to color. Link in the ““recursos”” column. Ss are free to choose the color of their airplane and the name of the imaginary airline. 10’ 4. Give Ss the worksheet with continents and suitcases to solve. Link in the “recursos” column. If your group is small, you may want to use the answer key as part of the answering process and ask them to cut and glue on the corresponding places. 10’ Tell Ss there is a lot of information about all the different countries in the world and they are going to learn about countries. 6. Have them play Arthur connect the world.10’ Link in the “recursos” column. Now let Ss know the trip will be through the American Continent. Write on the board: Where did the name America come from? Remember to use different color markers to differentiate upper and lower caps as well as question marks. Give Ss an explanation of the origin of the name. 10’ |
Arthur connect the world 
Teacher’s resource. Where did the name America come from? 
Airplane coloring page
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| Cierre | 00:05 | 7. Ask Ss to bring a map of the American continent with the names of all countries. T, say goodbye with your regular routine. Remember to pick up all worksheets from your Ss and place in a folder specific of each one of them. |
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| Evaluación | • Identify graphic and written components. • Locate North, Central and South America. • Identify data or information aboct countries located in the American continent. • Explore maps of the American continent with information such as language, coin and flag of each country etc. • Point to countries on the American continent and recognize them when hearing their name. • Pronounce the names of countries for practice. • Recognize words similar to those of their mother tongue. • Write the names of regions and countries of the American continent following a model. • Complete sentences from a group of words. • Upper and lower cap letters. • Getting to know and appreciate linguistic diversity. | ||||||||
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