Compartida por: Diana Schreckenberger
0 votos
| 3650 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 37a |
| Tema | Describir y compartir información del lugar donde se vive | ||||||||
| Competencia a desarrollar | Entender y registrar información sobre localidades que hay en el lugar donde se vive | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce localidades por su nombre | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T, say hello as you do following your regular routine. Start by asking Ss if they know their neighborhood so as to tell you about it. |
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| Desarrollo | 00:40 | 2. Listen to Ss answers 5’ Give Ss the printed ready ovals from Where in the world? Don’t forget to use construction paper to print. You might want to change the label on the oval “my house” to my neighborhood in order to have the opportunity to introduce neighborhood maps later on. Link in the “recursos” column Explain we all live in a planet, continent, country, state, city, neighborhood and our school is included there, and finally ask them for a drawing of “me”. Follow activity by cutting the templates and allowing them some time to make a drawing representing each one of the sections. 25’ T, as a resource for you I’m including a set of lesson plans by Marci Bates and Tim Bradford for you to read and use in other lessons as you think best fits your Ss needs. For other sessions we’ll use pages 16 and 17. Page 18 has directions on how to get to the zoo, you can use them as models to explain directions in following sessions. There is a link in the “recursos” column of an image to help you illustrate “where in the world? Print and stick the image or project it on the board. I am including as well, a link to an image of a split fastener since this is what your Ss will use to hold their Where in the world …worksheets. Have Ss work in teams so they can tell each other about their city and neighborhood. T, ask Ss to tell you about them as well. 10’ |
Where in the world by: Marci Bates & Tim Bradford 
. Where in the world image
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| Cierre | 00:05 | 3. T, say goodbye with your regular routine. |
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| Evaluación | • Recognize the purpose of maps. • Understand the difference between graphs and text. • Recognize locations by name; ranch, borough and county, etc. • Point at names from reading. • Complete questions. • Respond to questions to offer information about the community following a model. • Classify words according to semantics. • Locate names of cities in maps. • Sentence composition. • Differences between mother tongue and English. • Value and preserve the natural areas of the place we live in. • Appreciate team work. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3651 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 37b |
| Tema | Describir y compartir información del lugar donde se vive | ||||||||
| Competencia a desarrollar | Entender y registrar información sobre localidades que hay en el lugar donde se vive | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce localidades por su nombre | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T, say hello as you do following your regular routine. Remind Ss of the ovals from last session. |
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| Desarrollo | 00:40 | 2. Have Ss go to the page Map maker interactive from NatGeo. Link in the “recursos” column 5’ On the map Ss are going to locate their continent. For the purpose of these sessions we are going to use the American continent, North America and Mexico to locate planet, continent and country. There are some symbols on the left side of the map for Ss to zoom in and out; click and drag to illustrate various things within the map. When they click on the marker icon, they’ll have to scroll down to locate the icons: • green house to represent their home • blue person to represent themselves • red building to represent their school. Have them click on the “T” to enter the text I’m here and place it on Mexico (or the place where they actually are) This will require great skill so be patient, this may take between 15’ to 20’ depending on your Ss skills. The last thing they’ll do on the map is to click on the last icon to have the longitude and latitude lines appear. 3. Explain these concepts. 10’ T, I’m including a PP presentation to describe in detail longitud and latitude. This is only for you. Link in the “recursos” column. . Go over vocabulary: 5’ • Map • Longitude • Latitude • Locate • Draw • North • South • East • West • Directions |
Longitude and latitude PPpresentation Teacher’s resource
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| Cierre | 00:05 | 5. T, say goodbye with your regular routine. |
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| Evaluación | • Recognize the purpose of maps. • Understand the difference between graphs and text. • Recognize locations by name; ranch, borough and county, etc. • Point at names from reading. • Complete questions. • Respond to questions to offer information about the community following a model. • Classify words according to semantics. • Locate names of cities in maps. • Sentence composition. • Differences between mother tongue and English. • Value and preserve the natural areas of the place we live in. • Appreciate team work. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3652 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 37c |
| Tema | Describir y compartir información del lugar donde se vive | ||||||||
| Competencia a desarrollar | Entender y registrar información sobre localidades que hay en el lugar donde se vive | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce localidades por su nombre | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T, say hello as you do following your regular routine. Remind Ss of the concepts they learnt last session |
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| Desarrollo | 00:40 | 2. Mention that in the city they go to school and then they are part of a group so today they are going to locate their school and their classroom in a map. 5’ T, use pages 16 and 17 from the set of lesson plans by Marci Bates and Tim Bradford presented last session as a model. Link in the “recursos” column. 3. Show the video Longitud and latitude. Link in the “recursos” column 5’ Fallowing the model from page 17, draw on the board the area around the school to locate it on the map. Explain the process as you go along so Ss can follow and draw their own maps. If you prefer you will have a are map ready to show to Ss by placing it on the board. 4. You are welcome to share with Ss the coloring worksheet of the Neighborhood map I mention in the Recursos column if you find it more suitable for them. 15’ A second map will be needed to locate the classroom within the school. Follow the same process of drawing on the board and explaining as you go along so Ss can follow and create their own maps. 15’ When drawing the area maps to locate the school, make sure you point at natural and constructed “man-made” areas e.g. rivers, parks, stores, streets etc. Use different color markers to help Ss identify different buildings and areas. Give them copies of the grid presented on page 16 to draw on; this will help them with coordinates later on. If you would like to change the greed, you are welcome to make your own worksheet using the web page I mention in the “recursos” column. |
Where in the world by: Marci Bates & Tim Bradford 
Make your own greed 
Neighborhood map 
Longitude and latitude video
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| Cierre | 00:05 | 5. T, say goodbye with your regular routine. |
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| Evaluación | • Recognize the purpose of maps. • Understand the difference between graphs and text. • Recognize locations by name; ranch, borough and county, etc. • Point at names from reading. • Complete questions. • Respond to questions to offer information about the community following a model. • Classify words according to semantics. • Locate names of cities in maps. • Sentence composition. • Differences between mother tongue and English. • Value and preserve the natural areas of the place we live in. • Appreciate team work. | ||||||||
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