Compartida por: Diana Schreckenberger
1 voto
| 2393 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 21a |
| Tema | Jugar con las palabras y leer y escribir con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Formular y responder preguntas para obtener información sobre un tema concreto | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Escribe preguntas para buscar información | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Start your day with your regular routine. Tell Ss today we are going to get to know a little about each other. |
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| Desarrollo | 00:40 | 2. Present Ss with the worksheet “this is me” and have them fill it in. There are questions about cell phone and e-mail address that you might want to white-out. 5’ to 10’ depending on your Ss ability and knowledge. 2. Change the affirmative sentences into questions using the verb to be while Ss answer the worksheet. Use a different color marker when writing the verb to be. Use a third color for the “?” mark. For example: • Is your name___________________? • Are you ________years old? • Are you in ___________grade? • Are your parent’s names__________? Ask Ss to read their answers one by one. Now explain the structure of the questions. Make sure you point out that the verb "to be" changes place from affirmative sentence to question. Write the affirmative answer sentence below the question and draw an arrow from the verb to be in the affirmative to the interrogative. Is, for singular and are, for plural. Underline the verb to be and the corresponding noun.15’ You’ll have to introduce and/or review yes/no answers as well. 3. From the "This is me" pages randomly choose some information and tell your Ss the next activity will be for them to go around the classroom and find someone: • named___________ • age______________ • sibling’s names are___________ • favorite animal is_____________ • favorite color is______________ ... etc. As many as questions as you choose to ask. Ss will have to do it by practicing the question structure you have on the board. 10’ 4. Have Ss pick three of their favorite questions and write them down. 5’ |
“This is me” worksheet
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| Cierre | 00:05 | 5. Ask Ss to talk with an adult at home and ask about his or her job to come next session and talk about that during our next session. Say goodbye with your regular routine. |
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| Evaluación | • Explore a group of illustrated questions about a specific study. • Distinguish the purpose of a question. • Recognize the structure of question sentences. • Listen to questions read aloud. • Identify the words used when asking questions. • Practice pronunciation with interrogative sentences. • Identify auxiliary words in interrogative questions. • Recognize the intonation of questions. • Choose and order words to form interrogative sentences. • Acoustic characteristics. • Interrogative questions with auxiliary and with the verb to be. • Vocabulary. • Punctuation; question mark. • Capital letters. • Detect word order in interrogative sentences. • Define and list aspects of a team from which to obtain information. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2394 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 21b |
| Tema | Jugar con las palabras y leer y escribir con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Formular y responder preguntas para obtener información sobre un tema concreto | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Escribe preguntas para buscar información | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine and ask Ss to tell the class about the jobs the adult at home mentioned. |
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| Desarrollo | 00:40 | 2. As Ss tell the class about the jobs you write the names of the jobs on the board. Present the P Point presentation from the recursos” column. T, you’ll have to register and then log in to be able to download the images. There are 28 of them. You can change the content. On image number 7, musicians, I suggest you change the word and image of “maracas”for “trumpet” to achieve better cultural accuracy. There are a lot of vocabulary words which you might have to clarify. 10’ to 15’ depending on how many new words you have to introduce or review. Match some of the jobs from the PP presentation with the jobs your Ss mentioned. 5’ 3. Now let’s play a game. T, you’ll have to have 2 sets of jobs images from the PP presentation printed on board paper and cut out. Give each S a card and ask them to read and keep, using them latter in the game. Ss will have to guess the job the other holds by asking: • Do you like to make sweet things? • Yes, I do. • Do you make special ones for birthdays? • Yes, I do. • Are you a baker? • Yes, I am Introduce the structure and emphasize by using different color markers. You’ll have to review or introduce Yes / No answers. The S who guesses more jobs wins. 20’ |
Jobs illustrations description
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| Cierre | 00:05 | 4. Say goodbye with your regular routine. Tell Ss will continue playing in our next session. |
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| Evaluación | • Explore a group of illustrated questions about a specific study. • Distinguish the purpose of a question. • Recognize the structure of question sentences. • Listen to questions read aloud. • Identify the words used when asking questions. • Practice pronunciation with interrogative sentences. • Identify auxiliary words in interrogative questions. • Recognize the intonation of questions. • Choose and order words to form interrogative sentences. • Acoustic characteristics. • Interrogative questions with auxiliary and with the verb to be. • Vocabulary. • Punctuation; question mark. • Capital letters. • Detect word order in interrogative sentences. • Define and list aspects of a team from which to obtain information. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2395 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 21c |
| Tema | Jugar con las palabras y leer y escribir con propósitos expresivos y estéticos | ||||||||
| Competencia a desarrollar | Formular y responder preguntas para obtener información sobre un tema concreto | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Escribe preguntas para buscar información | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session3. 1. Say hello with your regular routine. Give a jobimage from the 2 sets to each S to play the game Ss played last session. |
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| Desarrollo | 00:40 | 2. Write the structure for the interrogative sentences on the board as you did last session. Play the game one time. 10’ Let Ss keep the cards. 3. Have SS play a computer game. Link shown in the "recursos" column. The game last about 4 minutes, it will take from 4’ to 7’ depending on your Ss ability. Play one time. Present the structure: • Where do you do your job? Mark the question word with one color, the auxiliary with a different color and the ?with a third color. • When do you do your job? • How do you do your job? • Why do you do your job? • Are you______________? Use another color for the auxiliary to be. 5’ 4. Now have Ss work in pairs and try to guess the other’s job card by asking the same questions. Give 5’ for this activity. 5. Divide the group in two teams; you’ll need two erasers. Place the erasers on the floor opposite the black board. Draw a dot on the board and have Ss stand by the erasers. Ss will have to read the questions on the board and guess the job card the teacher holds in his/her hand. When they finish asking and guess the job, the teacher shows the card and Ss run to the board to erase the dot. The S who does it faster is the winner. Every time they guess, the dot gets bigger so erasing takes longer and Ss give the others time to finish. 10’ |
Computer question words “?” game
Jobs illustrations description
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| Cierre | 00:05 | 6. Say goodbye with your regular routine. |
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| Evaluación | • Explore a group of illustrated questions about a specific study. • Distinguish the purpose of a question. • Recognize the structure of question sentences. • Listen to questions read aloud. • Identify the words used when asking questions. • Practice pronunciation with interrogative sentences. • Identify auxiliary words in interrogative questions. • Recognize the intonation of questions. • Choose and order words to form interrogative sentences. • Acoustic characteristics. • Interrogative questions with auxiliary and with the verb to be. • Vocabulary. • Punctuation; question mark. • Capital letters. • Detect word order in interrogative sentences. • Define and list aspects of a team from which to obtain information. | ||||||||
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