Compartida por: Diana Schreckenberger
1 voto
| 2390 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 20a |
| 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 | Before you start, you’ll need to have copies of the text as well as copies of the worksheet for the Ss to add to their tongue twister book. Make copies of the flash cards/ memory game using board paper. T, there are suggestions in those pages to use on two 45’ classes, feel free to use them 1. T,sayhello as you do following your regular routine. Tell Ss we are going to watch and read one ofDr Seuss’ books call Green eggs and ham. After practicing with tongue-twisters during the past sessions, this will be a great way to continue identifying sounds and parts of a text. T, sometimes is difficult to find a book in English to show to the Ssso, in case you don’t find one, I suggest you read from the text which link I’m including in the "recursos" column. |
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| Desarrollo | 00:40 | 2. Give Ss a copy of the text and read it aloud while Ss follow the text in silence. 5’ 3. Play the video and have Ss listen and read; there is text in the video for them to follow or they can read again from the pages you gave them. The video lasts 10’. 4. Now we can have our worksheet activity using the page from the "recursos" column. 5’ to 10’ 5. Use the color memory cards with the large text and images. Make enough sets for all Ss to work with a partner and play a matching game. Give half the class a picture card and the other half a card with text. This has to be done randomly, once all Ss have a card then ask them to get up and find a partner by matching the corresponding image with the text. 5’ 6. The following activity can be done outside or moving the chairs and tables in an area of the classroom to have some extra room for Ss to form a circle and place their cards in the center of the circle facing down. It is best if they place the images away from the text. Now working in pairs take turns to play a memory game. One of the two Ss will flip a card up first and then the second S until the image and the text match. 5 to 10’. |
Green eggs and ham flash cards/ memory game. 
Green eggs and ham worksheet 
Green eggs and ham video
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| Cierre | 00:05 | 7. Have Ss integrate the worksheets from today to their book pages. Ask Ss to bring tree medium size, metallic rings like the ones used in key rings to hold the pages of their book together for next week. Make sure the rings are big enough to be able to hold all the pages. Ask Ssto invite friends and family to come to the last session of this course to read the book Ss put together and try to win a tongue twister contest! |
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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
| 2391 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 20b |
| 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 | Before the class starts have the small cards from the memory game ready in as many sets as needed for all Ss to play a memory game. 1. Say hello with your regular routine and have Ss take out the rings you requested last session. Ss will have to punch three holes on all of their pages to bind their book together. |
Paper plate picture of frog craft
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| Desarrollo | 00:40 | 2. T, you’ll have to review the order in which you want the book put together. Make sure the pages are complete. The rings will have to be placed on the top, middle and bottom left side of the pages. The tongue-twister frogs have the names of the Sspreferably on a leg. Let Ss know we are going to have a tongue-twister contest next session together with all our guest. The group will have to choose some tongue-twisters for that purpose. • There will be various categories: • Who says the longest tongue-twister • Who says tongue-twisters faster • Who remembers all the words of the tongue-twister with the best pronunciation. T, make sure you print enough certificates of outstanding performance for the winners of these contest and have them ready for next session. Putting the book together and choosing tongue-twistersshould not take more than 20’ 3. Have Ss play a computer game a couple of times if possible. The one I include in the "recursos" column would last about 5 to 10 minutes depending on your Ss ability. 4. During the last 10’ of your session, you’ll have to find a S to welcome your guest and a S to present the Ss who’ll participate in each category. Rehearse the welcome and presentation. Find a place for the memory game and the frogs to be showcased during the last session so the guest can see them. |
Certificate of outstanding performance. 
Rhyming computer game
Green eggs and ham flash cards/ memory game.
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| Cierre | 00:05 | 5. Ask Ssto remind friends and family to come to the last session of this course to read the book Ss put together and to witness a tongue-twister contest! |
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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
| 2392 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 20c |
| 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, 35 minutos | ||||||
| Aprendizaje esperado | Lee trabalenguas en voz alta | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:00 | Before the class starts have the small cards from the memory game, the frogs and the certificates in position and ready. 1. As a surprise for everybody place the large cards from green eggs and ham on the black/white board as decoration. Later on you can ask Ss to read some the words on the cards and perhaps match them with the images by pointing at them. 2. Once everybody is inside the classroom: Say hello with your regular routine and have the Ss who are welcoming the guest and the presenter ready to do their job. When they are ready introduce them to our guests. |
Certificate of outstanding performance.
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| Desarrollo | 00:30 | 3. Start thetongue-twister contest. Give each category 5 minutes. (15’) You’ll have 10 minutes for the award ceremony. Write the names of the contestants and winners on the poster paper and place in the classroom wall. Guest will have 5’ to look at the Ss book, memory card and frogs. Ss are welcome to show their particular guest their book and show them how they can match the pictures on the board with the ones with text. |
Green eggs and ham flash cards/ memory game.
Paper plate picture of frog craft
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| Cierre | 00:05 | 4. Thank our guests for their visit and let them know Ss can take their book and frogs with them. Tell Ss you’ll see them 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. | ||||||||
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