Compartida por: Diana Schreckenberger
0 votos
| 3680 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 39a |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Interpretar mensajes de anuncios de productos comerciales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine. Take Ss back to the selling of a product. |
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| Desarrollo | 00:40 | 2. T, start by asking Ss if they have an idea of the real costs of the products they have sold or the ones they see advertised. Listen to their answers 5’ 3. Ss visit the page Is the price right? To play a game. This exercise is also a listening exercise. 10’ Link in the “recursos” column. 4. T, explain Ss can work to create a pop star. Ss have a very good idea of the real costs of a product since they played a Is the price right? game. Have Ss visit the Create a Pop Star game. 10’ When they finish it is important that they don’t click any other place on the screen. 5. Tell Ss one more use of advertising is to promote places; institutions, causes, people etc. Ask Ss to think of a way to promote their English class. Ss work in pairs. They can choose the media for advertising they want to write; TV, radio; computer banner, school board etc. 10’ Ss show their work to the whole class. 5’ 6. T, I’m including a link in the “recursos” column to a site for; Convince me! Lesson plan Please read, the analysis chart which appears there. Adapt the wording to your Ss level. Print copies for your Ss, they’ll be use in the next session. 7. There is a link in the “recursos” column for Breaking News English. Food companies targeting kids. Advance lesson plan. This can be used with advance level Ss, it contains a reading, writing, listening and speaking section. Keep in mind just in case you have Ss to use with. |
Breaking News English. Food companies targeting kids. Advance lesson plan. 
Game. Is the price right? 
Convince me! Lesson plan 
Create a Pop Star
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| Cierre | 00:05 | 8. T, say goodbye with your regular routine. Ss will talk about promoting their English class commercials next session. |
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| Evaluación | Distinguish graphic components and text. • Identifies theme, purpose and receiver from questions. • Select ads and identify commercial products in them. • Identify characteristics of products featured in the ads. • Compare characteristics of featured products. • Prove the accuracy of ads from the featured characteristics of products. • Determine the function of the information in a text for a slogan. • Determine written information which refers to names, characteristics and or functions of products. • Transform a slogan by changing, substituting, adding or eliminating functions of the advertised products. • Vocabulary. • Upper and lower caps. • Punctuation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3681 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 39b |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Interpretar mensajes de anuncios de productos comerciales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine. Give Ss the commercials they wrote to promote their English class. |
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| Desarrollo | 00:40 | 2. Ss read (if commercial other than TV) act their commercial. 10’ 3. Have Ss watch the Cheerios commercial 1’ Working in pairs. Use the adapted version of the Analysis chart and have Ss respond the questions. 10’ 4. Individual work. Give Ss the worksheet “Write the dialogue” so they write the dialogues for a commercial. Ss are free to imagine what the scientific and the robot are talking about. Ss show their work to the rest of the class. 10’ 5. Ss will look for a Ss with a commercial similar to the one they wrote and discuss the similitude and the differences between them 10’ |
Cheerios commercial video 
Write the dialogue worksheet.
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| Cierre | 00:05 | 6. T, say goodbye with your regular routine. Let Ss know they’ll write a jingle for their commercial during the following session. |
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| Evaluación | Distinguish graphic components and text. • Identifies theme, purpose and receiver from questions. • Select ads and identify commercial products in them. • Identify characteristics of products featured in the ads. • Compare characteristics of featured products. • Prove the accuracy of ads from the featured characteristics of products. • Determine the function of the information in a text for a slogan. • Determine written information which refers to names, characteristics and or functions of products. • Transform a slogan by changing, substituting, adding or eliminating functions of the advertised products. • Vocabulary. • Upper and lower caps. • Punctuation. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3682 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 39c |
| Tema | Interpretar mensajes en anuncios publicitarios | ||||||||
| Competencia a desarrollar | Interpretar mensajes de anuncios de productos comerciales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce el tema de diagramas ilustrados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello with your regular routine. Remind Ss of the commercials they’ve wrote during all the last sessions. |
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| Desarrollo | 00:40 | 2. Ss haven’t done any written commercial to be distributed as a flyer. This game is to have Ss write one of them. The exercise has three different themes to choose from. Link in the “recursos” column 5’ 3. Bring up the advert Ss wrote using the worksheet with the scientific and the robot. 4. T, I’m including a link in the “recursos” column for you to get some ideas on how to create a family jingle and can share with your Ss. Today Ss with similar adverts will work together and write a jingle for their commercial. Remind Ss of the definition of jingle from week 37, session 2. The jingle should last about 1 minute. Ss can make musicby clapping, knocking on their desk; using the percussion instruments from the classroom if you have any. Ss show their work to the whole class 15’ 5. T, print the poster for Have you played today? Link in the “recursos” column. T, there is a link for you in the “recursos” column which talks about institutional advertising. T, Feel free to read to have more ideas on how to explain the theme to your Ss. Show the poster and then ask them to create an institutional commercial for the company sponsoring the poster. Ss they’ll take on the personality of a famous person then perform their commercial for the whole class. 15’ |
. What is institutional advertising? Teachers’ resource. 
Writing commercials Advertising game
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| Cierre | 00:05 | 6. Ask Ss, who made the bestrepresentation of the commercial. T, say goodbye with your regular routine. |
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| Evaluación | Distinguish graphic components and text. • Identifies theme, purpose and receiver from questions. • Select ads and identify commercial products in them. • Identify characteristics of products featured in the ads. • Compare characteristics of featured products. • Prove the accuracy of ads from the featured characteristics of products. • Determine the function of the information in a text for a slogan. • Determine written information which refers to names, characteristics and or functions of products. • Transform a slogan by changing, substituting, adding or eliminating functions of the advertised products. • Vocabulary. • Upper and lower caps. • Punctuation. | ||||||||
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