Compartida por: Diana Schreckenberger
0 votos
| 2384 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 18a |
| 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, say hello as you do following your regular routine. Ask Ssif they remember thetongue-twister rap song from last session. |
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| Desarrollo | 00:40 | 2. T.before you start your class,divide a board sheet of paper in two and write one wordfrom each tongue-twister on each part of the paper as to make a deck of half letter size cards. She sells sea shells by the seashore the shells she sells are surely seashore shells. So, if she sells shells on the seashore, I’m sure she sells seashore shells For this first tongue- twister you have tohave 29 cards. For the second tongue-twister: Where she sits she shines and where she shines she sits I saw Susie setting in a shoeshine shop Where she sits she shines and where she shines she sits. You have to have 30 cards. This is a new tongue-twister for your Ss, they have only listened to it on the last session so recognize the words can be a bit of a challenge for them. For the third tongue-twister: • Fresh fried fish. • Fish fresh fried. • Fried fish fresh • Fish fried fresh • Fresh fried fish • Fish, fresh fried. • Fried fish fresh • Fish fried fresh You have to have 34 cards. The last tongue-twister • We surely shall see, the sun shine soon • We surely shall see, the sun shine soon • We surely shall see the sun shine soon • We surely shall see the sunshine soon You ought to have 31Cards. 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 as they did last time, 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 particularly since the tongue-twisters are new. Now divide the group in four teams and give one deck of cards to each team. Have all Ss make a circle sitting of standing up depending on the situation you have in your classroom. Run the video again stopping after each sentence. Have Ss with the deck of cards for the first tongue-twister place the correct card on the floor every time they hear it on the rap video. Let Ss take a look at the screen to make sure they follow the correct word order. Tell the rest of the class they have to repeat each word at the same time Ss place it on the floor. When the team is done “writing” the tongue-twister on the floor the whole class has to repeat the tongue-twister three times in a row. Do the same with the other three tongue-twisters. This activity might take from 20 to 30 minutes depending on the skills and abilities of your group. For the last 10 minutes of your class give Ss a piece of paper per S and ask them to illustrate the tongue-twister their team was given. Remember this is a great opportunity to review pronunciation as well. This is a fun session. Enjoy it. |
Tongue twister rap video
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| Cierre | 00:05 | T, say goodbye with your regular routine. Ask Ss how they felt with all the tongue-twisters and ask them which their favorite tongue-twister from this session was. |
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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
| 2385 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 18b |
| 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, say hello as you do following your regular routine. Ask Ssif they remember thetongue-twister rap song from last session and the words they placedon the floor. |
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| Desarrollo | 00:40 | 2. T.Ask Ss to show you the illustrations of the tongue-twisters from the last session. Have ready four pieces of paper with a written tongue-twister on each one of them. Start your class showing the 2’ rap video from last session. Let Ss try to imitate the singer on the video as they did last time. Now divide the group in the same four teams you divided them last session. Give each team the piece of paper with the tongue-twister they worked with yesterday. Each S has to have a blank piece of paper. Team number one, all children included, will read itstongue-twister aloud and all the other Ss have to write it on their piece of paper. However the team will have to agree on the voice they’ll use to read it. They can choose from a loud voice, a quiet voice a singing voice or an angry voice. • She sells sea shells by the seashore the shells she sells are surely seashore shells. So, if she sells shells on the seashore, I’m sure she sells seashore shells • Where she sits she shines and where she shines she sits • I saw Susie setting in a shoeshine shop Where she sits she shines and where she shines she sits. • Fresh fried fish. Fish fresh fried. Fried fish fresh Fish fried fresh Fresh fried fish Fish, fresh fried. Fried fish fresh Fish fried fresh • We surely shall see, the sun shine soon We surely shall see, the sun shine soon We surely shall see the sun shine soon We surely shall see the sunshine soon When the team is done writing the tongue-twisters on the piece of paper, the whole class has to repeat the tongue-twister three times in a row. Do the same with the other three tongue-twisters. This activity might take from 20 to 30 minutes depending on the skills and abilities of your group. For the last 10 minutes of your class ask Ss to put together the illustration from yesterday with the written work from today. This is a fun session. Enjoy it. |
Tongue twister rap video
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| Cierre | 00:05 | 3. T, say goodbye with your regular routine. Ask Ss how they felt writing all the tongue-twisters and ask them to illustrate the rest of the tongue-twisters and put together all the papers as we did today. They’ll bring them to the next session. |
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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
| 2386 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 18c |
| 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 Ssto show you the illustrations they made for the tongue-twisters from last session. |
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| Desarrollo | 00:40 | 2. T.With the illustrations of the tongue-twisters we have collected so far we are going to create a tongue-twister book. Have ready two pieces of color boardletter size paper per Ss so you can let them know those will be the book cover and the back of their very own tongue-twister book. Include the very first page we had regarding this theme. Tell Ss they can decorate and illustrate their book cover as they like and they will have to write as well the entire author’s personal information. The book cover will say something like this: Tongue-twister book Written and illustrated by_____________. The first page will have a short index: INDEX Authors personal information………….............pg.2 Tongue-twisters with the letter “s”….................pg.4 Tongue-twisters with the letters “w” and “s” …pg 6 Tongue-twisters with the letter “f”…................pg. 9 The authors personal information will include: Full name __John Doe_____ Age__10__________________________ School____Public School #5_____ Grade______4º____________________ Favorite tongue-twister_She sells seashells by the seashor__________ Author’s tongue twisting abilities: _Can repeat favorite tongue-twister 5 times in a row__ Author’s recognitions and prizes _Star for good job with tongue-twisters. Author’s future plans with tongue-twisters______ ___________________________________________________________________________________________________________________________ T, I’m including a link to a page with a fill in the blanks exercise which can be included in the book. You are welcome to copy the model and adapt it to the tongue-twister you want to practice with. Please feel free to copy the information to be placed inside the book from this page, paste on to a different piece of paper to create your own document and have the template printed and ready. I suggest you shorten the page by the four sides soSs glue it on the board paper as to have the board paper asa frame for the information page. This activity will take from 10 to 15’depending on the size and ability of your group. 3. Show the 2’ rap video from last session. Have Ss repeat the tongue-twisters at the same time the singer does it on the video. This time you will not stop it! Let’s see who stays repeating the tongue-twisters the longest. The last 3 Ss who remain at the end of the rap song will have another go. The S who stays until the end and repeats all the tongue-twisters gets a ribbon. For this you’ll need about 10’ Allow Ss to be silly and enjoy your session. 4. For the last 15 minutes you’ll need your deck of cards. Divide the group into boys and girls teams. Give a set of cards to each team and ask them to place the words in the correct order. Time this activity, the team who finishes first wins. |
Ribbon award
Tongue twister rap video
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| Cierre | 00:05 | 5. T, say goodbye with your regular routine. Let Ss know we have not finished our books. Ask Ss how they feel astongue-twisters book creators. |
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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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