Compartida por: Ignacio de Lucas
0 votos
| 3928 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 38a |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Reconocer y comprender mensajes en anuncios propios de la comunidad | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica temas, propósitos y destinatarios de anuncios | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Show to the Ss the brochure “Peace Pals International Children’s Art Exhibition”. Ask the Ss what the objective of the brochure is. Listen to their answers. Guide the discussion to conclude that this brochure has two intentions: the first one is to inform that there will be an exhibition of children's drawings in Zihuatanejo and persuade people to go, and the second one is to spread a message of peace. |
Peace Pals International Children’s art exhibition
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| Desarrollo | 00:43 | Explain to the Ss that the brochures and the flyers are another way to draw attention to an event, service, product or idea. Say to them that the elements they are going to analyze on a brochure are almost the same than the ones they analyzed in a poster: message, colors, font, size, blank space, visual aids, etc. T and Ss analyze different brochures like “Hand Washing for Your Health”, “VA Wants You To Clean Your Hands” and “Be a Handwasher”. They discuss about the objectives of the three brochures, about who is the target audience of each one and how do they know this, about the differences between them, which of them is more attractive for the Ss, which is the less attractive. The whole class analyzes the message, the pictures, the fonts, etc. 3. Explain to the Ss they are going to make a “brochure” by hand about a particular event like a festivity or festival, a tourist attraction, a sport game or competition, etc in the community, they also may do a travel brochure for their community or state. Ask the Ss to form pairs and think about what they want to promote about their community. |
Hands washing for your health
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| Cierre | 00:02 | Ask the pairs of Ss to look up as homework some information about the subject they choose. T and Ss say goodbye. |
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| Evaluación | T checks if Ss are able to identify the most important elements of a brochure. • T reviews Ss’s skills to share some important information using pamphlets. • T checks Ss skills to look up and summarize some important information about a country. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3929 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 38b |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Reconocer y comprender mensajes en anuncios propios de la comunidad | Duración | 0 horas, 47 minutos | ||||||
| Aprendizaje esperado | Identifica temas, propósitos y destinatarios de anuncios | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Project on a screen or whiteboard the video “Making a travel brochure”. Stop the video to read the information inside and solve all the comprehension problems of the Ss. Discuss with the children about the elements of the brochure and if the video gave them some ideas about how to create their own brochure. |
Making a travel brochure
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| Desarrollo | 00:40 | Have the Ss write on a piece of paper their preferences about the topic of their brochure. Ss read their ideas aloud and briefly explain them. Form groups of children with similar interests. Groups discuss what they want to do, what they want as an outcome, and what the options are. Ask the Ss to find the group-mate who has the most similar ideas. They will work in pairs to create the brochure (if there is an odd number, there can be a group of 3 Ss). 3. Pairs start working by making a list of ideas about what they want to include in the brochure. Tell them that folding paper into three is usually a technique used for brochures. This creates a total of six panels and they need to choose a subject for each panel. The front panel should be the "title," but the others can be what they like. Ask them make a simple sketch of their bruchure. When they have finished, ask them to make the list of materials they will need |
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| Cierre | 00:02 | Ask the Ss if they have any questions and answer any questions that may arise. Ask the children to bring in the materials from home. T and Ss say goodbye. |
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| Evaluación | T checks if Ss are able to identify the most important elements of a brochure. • T reviews Ss’s skills to share information and to explain their ideas. • T checks Ss skills to work in groups. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3930 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 38c |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Reconocer y comprender mensajes en anuncios propios de la comunidad | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica temas, propósitos y destinatarios de anuncios | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Say hello to the Ss. Check that each pair of Ss has the necessary material and resources ready for the activity. |
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| Desarrollo | 00:42 | Help them if they ask for help. In generaly, children ask for help with the written part of the brochure. Encourage them to express themselves in English, but correct their mistakes. Advise them to use large letters for the title in the front panel. Kids can hand draw the title or cut letters out of magazines. Ss should supply each panel with a picture or graphic and some text. Suggest them to try to position the graphic in different locations on each panel. For example, one panel might have the picture on top and text beneath, while another might have the picture in the middle and text on both sides. Check the spelling of the texts. Have kids draw, cut out or print an appropriate picture for each graphic box on their panel. Tell Ss to colour or decorate any blank spaces on the brochure. |
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| Cierre | 00:03 | brochure by making front-and-back copies (make a copy for each S). Each pair explains their brochure to the whole class T and Ss say goodbye. |
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| Evaluación | T checks if Ss are able to identify the most important elements of a brochure. T reviews Ss’s skills to share some important information using pamphlets. T checks Ss skills to look up and summarize some important information about a country. | ||||||||
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