Compartida por: Diana Schreckenberger
1 voto
| 2381 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 17a |
| Tema | Jugar con las palabras y leer y escribir con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Recrear juegos de lenguaje para decir y escribir trabalenguas | Duración | 0 horas, 45 minutos | ||||||
| Aprendizaje esperado | Lee trabalenguas en voz alta | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T sayhello as you do following your regular routine. Ask Ss who likes Ice cream? |
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| Desarrollo | 00:40 | 2. T. practicing tongue-twisters is a great opportunity to have fun while practicing and reviewing pronunciation. Alliteration is very important for language learning. Right after Ss respond, write the following tongue-twister on the board and say it slowly and enunciating: "I scream you scream we all scream for ice cream." Point at each word as you say it, at the end asks Ss if they have any questions about the vocabulary. If they do,circle the unknown word and clarify it using your body language or if it’s possible for you bring realia (objects from real life used in classroom instruction) to the class, by that I mean a plastic ice cream cone, or a picture of it and one of a person screaming or if you feel comfortable scream at the same time you say the word “scream”. Do the same to illustrate the other tongue-twisters; if this is difficult for you then you can share a copy of the page from the link I’m including in the "recursos" column for each S. 2. Ask Ss to say this three times. Now do the same with the following tongue-twisters however this time divide the group in teams.Give points to all tongue-twisters, for example: • number 1 is word 5 points, • 2 is word 3 points, •3 is word 5 points, • 4 is word 8 points, • 5 is word 10 points, • 6 is word 12 points, • 7 is word 15 points : a) Lucy loves lemon and lime. Bring a lime or lemon if possible. b) Mixed biscuits, mixed biscuits. You could bring some biscuits and perhaps share them at the end of the class. c) Red lorry, yellow lorry. Ss can color the ones which appear on the worksheet. d) She sells seashells by the seashore. e) We surely shall see the sun shine soon f) Fuzzy Wazzy was a bear, Fuzzy Wazzy had no hair Fuzzy Wazzy wasn’t very fuzzy, was he? You may not have time to do them all, it’ll depend on the skills and abilities of your group. Make sure you have time to show a video from the link I’m including in the "recursos"column. Some other tongue-twisters are included there. I suggest you see it first and decide how you want to use it and have fun while YOU practice. I’m also including a link to clip art where you’ll find a star which is to be used as an award for good job with tongue-twisters. This will be given to all Ss for participation after our second session. You can look at it now and print one per each S. Take this also an opportunity to review upper and lower case letters using different color markers. This can be a fun session. Enjoy it. |
STARS to motivate/award students 
Tongue twister images 
Tongue twister video 
Worksheet/ easy tongue twisters.
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| Cierre | 00:00 | 3. T, say goodbye with your regular routine. Ask Ss how they felt with all the tongue-twisters and let them know we’ll have a special video to watch in our next session. Let Ss know they can challenge their friends and family at home to a tongue-twister competition! |
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| Evaluación | • Recognizes words included in a tongue-twister. • Identifies components in a text. • Listens to the reading of tongue-twisters. • Determine the number of words in a tongue-twister. • Identify the correspondence between reading and writing of words. • Clarifies the meaning of new words. • Reads tongue-twisters aloud. • Repeats new sounds a couple of times. • Spells words contained in a tongue-twister. • Fill in blanks to complete missing words in tongue-twisters. • Able to distinguish where one word begins and another one starts in a written test. • Learn the purpose of practicing tongue-twisters. • Able to recognize acoustic characteristics. • Able to recognize the division of words into syllables. • Recognizes musical elements in literary language; rime and repeated sounds. • Use language asentertainment. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2382 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 17b |
| Tema | Jugar con las palabras y leer y escribir con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Recrear juegos de lenguaje para decir y escribir trabalenguas | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Lee trabalenguas en voz alta | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T sayhello as you do following your regular routine. Ask Ssif they practice the tongue-twisters from last session. |
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| Desarrollo | 00:40 | 2. T. Start you class showing the 3’ video from last session. Write only the first six of the tongue-twisters from the video on the board and say each one of them slowly and enunciating clearly word by word: a) Unique New York Point at each word as you say it, at the end asks Ss if they have any questions about the vocabulary. If they do,circle the unknown word and clarify it using your body language or if it’s possible for you bring realia (objects from real life used in classroom instruction) to the class just as you did last session. Do the same to illustrate the other tongue-twisters. Ask Ss to repeat them three times. Now do the same with the following tongue-twistershowever this time divide the group in teams. Give points to all tongue-twisters, for example: number 1 is word 5 points, • 2 is worth 3 points, • 3 is worth 5 points, • 4 is worth 8 points, • 5 is worth 10 points, • 6 is worth 12 points, • 7 is worth 15 points • 8 is worth 20 points • 9 is worth 8 points • 10 is worth 10 points • 11 is worth 10 points • 12 is worth 5 points: b)Swim, Swam, Swum c) Hiccup Teacup. d) Higgledy Piggedly e) Cheap Sheep Soup. f) The sun shines on the shop signs g) I scream, you scream, we all scream for ice cream. h) She sells sea shells by the sea shore. i) Red lorry, yellow lorry j) Chip ship trip k) Luke luck likes lakes l) Greek grapes Please note tongue-twister number 7 is worth 15 points in every session so Ss can accumulate a high number or points and become an “expert” with this tongue-twister. Remember you will do only six today. This activity will take from 20 to 30 minutes depending on the skills and abilities of your Ss. 3. When you finish the work in teams with the tongue-twisters you’ll have a “ceremony” to announce the winner and give all the Ss their star. They can color the star and write their favorite tongue-twister on it. I’m including a link to clip art where you’ll find a star which is to be used as an award for good job with tongue-twisters. Take thisopportunity as well to review upper and lower case letters using different color markers. Review pronunciation and pay attention to the “ed” ending for the past tense or the irregular form for swim. This is a fun session. Enjoy it. |
STARS to motivate/award students
Tongue twister images
Tongue twister video
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| Cierre | 00:05 | 4. T, say goodbye with your regular routine. Ask Ss how they felt with all the tongue-twisters and let them know we have a special video to watch in this session. Tell Ss they can give their friends and family one more chance to participate on a tongue-twister competition! Show the video we talked about last session. It’ll last just a little over 2’. We’ll play the rap video again in our next session. This is listening only. |
Tongue twister rap video
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| Evaluación | • Recognizes words included in a tongue-twister. • Identifies components in a text. • Listens to the reading of tongue-twisters. • Determine the number of words in a tongue-twister. • Identify the correspondence between reading and writing of words. • Clarifies the meaning of new words. • Reads tongue-twisters aloud. • Repeats new sounds a couple of times. • Spells words contained in a tongue-twister. • Fill in blanks to complete missing words in tongue-twisters. • Able to distinguish where one word begins and another one starts in a written test. • Learn the purpose of practicing tongue-twisters. • Able to recognize acoustic characteristics. • Able to recognize the division of words into syllables. • Recognizes musical elements in literary language; rime and repeated sounds. • Use language as entertainment. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2383 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 17c |
| Tema | Jugar con las palabras y leer y escribir con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Recrear juegos de lenguaje para decir y escribir trabalenguas | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Lee trabalenguas en voz alta | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T,sayhello as you do following your regular routine. Ask if they challenged their friends and family to a tongue-twister competition after last session. |
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| Desarrollo | 00:40 | 2. T. Start your class showing the 2’ rap video from last session. It is possible that some Ss try to imitate the singer on the video and that is fine, you are welcome to encourage them to do so however remember there are a lot of words to be repeated and we don’t want Ss to be frustrated with this activity. 3. Write the following six tongue-twisters from the video on the board and say each one of them slowly and enunciating clearly word by word. Remind Ss they all got a star in recognition for their good job so here we go again! Point at each word as you say it, at the end asks Ss if they have any questions about the vocabulary. If they do,circle the unknown word and clarify itusing your body language or if it’s possible for you bring realia to the class just as you did last session. Do the same to illustrate the other tongue-twisters. Ask Ss to repeat them three times. Remember each tongue-twister is worth some points. Now do the same with the following tongue-twisters, remember we have divided the group in teams and we’ll do the rest six from the list we got last session. You already gave points to all tongue-twisters, todaywe’ll work with the last six: • 7 is worth 15 points • 8 is worth 20 points • 9 is worth 8 points • 10 is worth 10 points • 11 is worth 10 points • 12 is worth 5 points: 7.-I scream, you scream, we all scream for ice cream. 8.-She sells sea shells by the sea shore. 9.- Red lorry, yellow lorry 10.- Chip ship trip 11.-Luke luck likes lakes 12.- Greek grapes This activity will take from 20 to 30 minutes depending on the skills and abilities of your Ss. Please note tongue-twister number 7 is worth 15 points in every session so Ss can accumulate a relatively high number or points and become an “expert” with this tongue-twister. Take thisopportunity as well to review upper and lower case letters using different color markers. Review pronunciation as well. 4. On a board paper sheet make a table where you’ll write on each space one of the tongue-twisters we have learned so far as to create a deck of cards. Make as many sets as there are teams in your classroom. You’ll have about 10 minutes left to do this activity. Place the deck of cards facing down in the center of the team and ask the team to choose a member to pick up a card and read the tongue-twister at loud one time. Then he/ she will have to repeat it three times in a row. If the S can do it without any mistakes he gets to keep the card. The team with more cards wins. This is a fun session. Enjoy it. |
Tongue twister rap video
Tongue twister images
Worksheet/ easy tongue twisters.
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| Cierre | 00:05 | 5. T, say goodbye with your regular routine. Ask Ss how they felt with all the tongue-twisters and let them know we have a special video to watch in this session. Tell Ss they can give their friends and family one more chance to participate on a tongue-twister competition! They can also take home a copy of the coloring page I’m including in the "recursos" section to do it at home. Show the rap video we talked about last session. It’ll last just a little over 2’. Remember this is a listening onlyactivity. |
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| Evaluación | • Recognizes words included in a tongue-twister. • Identifies components in a text. • Listens to the reading of tongue-twisters. • Determine the number of words in a tongue-twister. • Identify the correspondence between reading and writing of words. • Clarifies the meaning of new words. • Reads tongue-twisters aloud. • Repeats new sounds a couple of times. • Spells words contained in a tongue-twister. • Fill in blanks to complete missing words in tongue-twisters. • Able to distinguish where one word begins and another one starts in a written test. • Learn the purpose of practicing tongue-twisters. • Able to recognize acoustic characteristics. • Able to recognize the division of words into syllables. • Recognizes musical elements in literary language; rime and repeated sounds. • Use language as entertainment. | ||||||||
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