Compartida por: Diana Schreckenberger
0 votos
| 2396 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 22a |
| 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. |
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| Desarrollo | 00:40 | 2. Start the session allowing Ss to play the same computer game they played last session. Play 2 times. 10’ 3. Give Ss the worksheet with the scrambled name of professions to solve. 10’ to 15’ depending on your Ss ability. This activity can be done in teams of two so there is an exchange of ideas and dialogue. 4. Now tell Ss they will have to find out information about other Ss in the classroom by asking the questions and writing the answers on the paper you hand them out. 10’ Verb to be questions. Ask Ss to share some of the information reading aloud the two or three questions and answers from the survey. 5’ |
Scrambled words professions 
Verb to be short answers 
Computer question words “?” game
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| Cierre | 00:05 | 5. 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
| 2397 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 22b |
| 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. |
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| Desarrollo | 00:40 | 2. Start the session by allowing Ss to respond an exercise in the computer. Link in the "recursos" column. 10’ Ss solve the worksheet with questions using verb to be. Link in the "recursos" column 5’ 2. Ss know by now that: to obtain information they can ask questions using the question word structure, the verb to be or the auxiliary Do. Point that out and write your explanation on the board. Don’t forget to use different color markers. 10’ Give Ss an explanation of the difference between the use of Do vs. Does. Present the structure: • Does the Sun come out every morning? Use different color markers for the auxiliary • Does and for the question mark. Write the answer: Yes, it does. 3. Write other examples using the third person and the corresponding pronouns. 5’ 4. Give Ss a worksheet to practice this structure. Link shown in the "recursos" column. 10’ |
Do and Does 
Worksheet to practice questions with verb to be interrogative. 
Questions with the verb to be.
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| Cierre | 00:05 | 5. 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
| 2398 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 22c |
| 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. |
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| Desarrollo | 00:40 | 2. Write the question structure using Do and Does on the board. Refresh Ss memory and then let them solve two exercises in the computer. 10’ 3. Have ready printed photos of famous people or cartoon characters, or subjects from children’s movies on board paper. Have Ss work in pairs; give a picture to each one of the Ss and tell them, that person is who they are now for the purpose of this exercise. They have to guess who the person on the picture is by asking questions. You can help Ss by writing some of the questions on the board. 10’ • Are you male or female? • Are you a real person? • Are you a child or an adult? • How old are you? • Do you like sports? • How often are you on television? • Where do you live? • How much money do you make? • Who likes you more, children or adults? 4. Now choose a few Ss to go to the front of the classroom one by one, and be the “mystery person” visiting the classroom so the group can guess who they are. 10’ For the last 10’ of this session have Ss solve a computer exercise to practice do/does/are/ is/ was/ were. |
Exercises with DO, DOES, IS, ARE, AM, WAS, WERE
Do and Does
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| Cierre | 00:05 | 5. Ask Ss how they feel with all the question sentences. 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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