Compartida por: Diana Schreckenberger
0 votos
| 2399 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 23a |
| 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. 2. Ask Ss what their favorite activity is so far. |
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| Desarrollo | 00:40 | 3. Divide the group in two teams one is A and the other is B. Give As a set of 10 questions and give a different set of 10 questions to Bs. Ask Ss to read them. 5’ Have Ss walk around so all As find Bs; they’ll do that by asking: • Are you an A? • Once As have found the Bs; they have to ask each other all the questions. When they have finished, choose a S from each team to tell the rest of the class the answers to their questions. 10’ 4. Print the 20 same questions in one documents but this time omit some of the words and question marks. Ss have to fill in the missing words. 10’ to 15’ depending on your Ss ability. 4. Have Ss respond the computer quiz listed in the “recursos” column. 5’ to 7’ Have Ss watch a 1.5’video about the verb to be as a review. Ask them to choose and change 3 of the sentences in the example from affirmative to interrogative. T writes the sentence on the board. 3’to 5 |
Explanation of Verb To Be 
Computer quiz on interrogative and declarative questions
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| Cierre | 00:05 | 5. Ask Ss how they feel with all the question sentences. 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. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2400 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 23b |
| 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. Have Ss play a computer game to go over the verb to be. Link shown in the “recursos”column. This should last about 5’ When they finish change to the verb to be game this should also be between 5’to 7’. 3. Ask Ss to form a circle since you are going to play a game. It will take about 5’. Through a ball to aSs and give him a sentence in simple present and then say to be or do, does. He’ll have to change it into a question using the auxiliary you indicated. The S will do the same; toss the ball to another S and then give the auxiliary he wants the S to use in changing to interrogative form. 10’ 4. Give Ss a worksheet for them to solve. It has 10 questions it should not take more than 5’to 7’. 5. Give Ss a worksheet for jobs . 5’ this will help remember names of jobs and get them ready for next game. Choose a S and in secret assign him/her a job. Introduce him/her as a surprise guest. Ss will have to ask questions with yes/ no answers to guess the guest’s job. 5’ |
Match the image with the name of the profession
Explanation of Verb To Be
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| Cierre | 00:05 | 6. Ask Ss how they feel with all the question sentences. 7. 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
| 2401 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | III | Semana | 23c |
| 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. Let Ss know today we are going to listen to a story about a king. |
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| Desarrollo | 00:40 | 2. T, watch the video ahead of time and prepare some possible questions about the story. If you hit read there will not be any sound. If you hit the play bottom on the top left you’ll be able to read and hear the story at the same time. Play the story on the computer and ask Ss if they have any questions about the vocabulary words. 5’ 3. Ask Ss to prepare questions with the statements they read in the story, for example: • Was the King on the swing? • Was the King happy? • Does the King sing? • Where did the King put his ring? • What did the bird with a blue wing did? • Did the bird take away the King’s ring? • What did the King cried? • Did they offer the bird something to eat? • Etc, etc. If the level your Ss have is not enough for them to come up with some questions then I recommend you write some questions on the board omitting some words so they can fill in the blanks. Don’t forget to omit the question mark for them to put in the sentence. 10 to 15 minutes depending on what you choose and the skills your Ss may have. 4. T, prepare cards with information about some fictitiouspeople. For example: • Name: Martin • City: London • Job: Carpenter • Language: Spanish • Wife: Mary You’ll have to have about 8 or 10 of these depending on the size of your group. Some of them will have to be printed twice. Tell the Ss they are going to pretend they are at a party and they are the person written on the card. While walking around they need to obtain the previous information from each of the guess. The Ss with the most information wins. 10’. 5. Give Ss the worksheet with the present simple affirmative to turn to interrogative presented in the “recursos” column. This should not take more than 10’. |
Simple present negative 
Listening and reading a story. King's ring
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| Cierre | 00:05 | 6. Ask Ss how they feel with all the question sentences and the King’s story. 7. 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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