Compartida por: Ignacio de Lucas
0 votos
| 3913 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 33a |
| Tema | Registrar e interpretar información en un gráfico | ||||||||
| Competencia a desarrollar | Localizar e interpretar información en un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Discrimina diferentes tipos gráficos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Say hello to the Ss. Show them the video "My family tree” (the link is on the "recursos" section). Ask the Ss what is the song about. Ask them about their families. Ask several Ss. Verify they have the vocabulary for the lesson. Show the video again. |
My family tree
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| Desarrollo | 00:35 | 2. Project on a screen or whiteboard the image "The Simpsons" from the "recursos" section. Ask the Ss what it shows. How it shows it? Ask the Ss questions like: • What is Bart’s father’s name? • Who is Lisa’s brother? • Who are Marge’s parents? • Etc. 3. Once every student has participated, project on the screen the "Family vocabulary game" from the "recursos" section. Allow the Ss to play and help them with the vocabulary. |
My family tree
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| Cierre | 00:05 | 4. Give the Ss the lyrics to the song “My family tree” (you may print it before the class) and have them sing it. This would allow them to hear and see the words, which is a good way to increase their fluency and knowledge of the language. My family tree Let's take a look at my family tree and you can see my family and me. Let's take a look at my family tree, I love my family and they all love me. And if you look at my family tree you can see how they are related to me. Let's take a look at my brother and me. Can you see him on our family tree? I love my brother, my brother loves me. I love my brother because he always goes walking with me. I love my brother, he is special to me because he always goes walking with me. Ask the Ss to bring some copies of photos of their family members for next class. Say goodbye to the Ss. |
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| Evaluación | Check that the Ss know the family vocabulary. • Verify they can identify the correct place of the family member in the family tree chart. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3914 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 33b |
| Tema | Registrar e interpretar información en un gráfico | ||||||||
| Competencia a desarrollar | Localizar e interpretar información en un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Discrimina diferentes tipos gráficos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Say hello to the Ss and ask them to take out the lyrics for the song from last class. Play the video for the Ss once or twice, and have them sing along. |
My family tree
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| Desarrollo | 00:35 | Ask the Ss why is useful to map the family tree. Guide the discussion to conclude that the family tree shows, with images, how the members of a family (including the ancestors) are related to one-another. 3. Show them different pictures of family trees like: “Simba (The Lyon King) family tree”, “My family tree a” and “My family tree b”. Tell them that there are simple family trees or very complete ones depending on how large the family is and the number of relatives taken into account. Give the Ss a white sheet of paper or a construction paper. Ask the Ss to create a simple family tree of their immediate family using the pictures they brought to class. Ask them to decorate theirs with markers colors and images. Ss might also write some simple sentences about their family to go with their family tree. |
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| Cierre | 00:10 | Once the Ss have finished their family trees, hang them around the room and ask each S to tell something about her/his family. If there is time, sing the song again. Say goodbye to the Ss. |
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| Evaluación | Check that the Ss know the family vocabulary. • Verify they can identify the correct place of the family member in the family tree chart • Check that the Ss are able to produce a family tree. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3915 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 33c |
| Tema | Registrar e interpretar información en un gráfico | ||||||||
| Competencia a desarrollar | Localizar e interpretar información en un gráfico | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Discrimina diferentes tipos gráficos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | Say hello to the Ss. Show the picture to the Ss and ask if they know what it is. If anybody knows it is a bar graph, explain to them that a bar graph is a way to represent numerical information (data) in a graphical form. It uses colored bars on a grid with corresponding numbers to represent how many are in each group. Children will learn that they can find “how many” by looking at the number where each bar ends. Bar graphs allow us to more easily find the number of items in each group by using the numbers instead of counting. Explain that this bar graph shows the preferences of students of a class regarding four different cereals they were given to taste. Ask the children some questions like: • How many children there are in the class? • How many children prefer Cheereos? • Which is the most preferred cereal? • How many more children prefer Corn Flakes than Kix? |
Bar chart cereal
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| Desarrollo | 00:30 | In the multi-media classroom, working in pairs, have students open the page “Favorites colors” (link in the“recursos” column) Ask the Ss: • Which color do most students like? • How do you know it? Allow them to give their answers and encourage them to speak in full sentences in English. Once there is a satisfactory answer for the whole class, have the Ss solve the complete exercise. In the parts where Ss have to make calculations tell them to obtain the answer by looking at the graph. After they have given a rough estimate ask them to put the cursor above the bar. How accurate or close they were form the correct answer? |
Favourite colors
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| Cierre | 00:05 | Ask the Ss what other uses can they think of for graphs. Have a brainstorm with the Ss and note some topics on the board. Say goodbye to the SS. |
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| Evaluación | Do the Ss understand the purpose of bar charts? • Can they extract information from them? • Where they able to interpret the information? | ||||||||
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