Compartida por: Diana Schreckenberger
0 votos
| 3683 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 40a |
| 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. Today Ss start with a Bingo vocabulary game. Link in the “recursos” column |
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| Desarrollo | 00:40 | 2. T, you can play this game online. There is a call list included in the page. 10’ This game is to review some of the words used during the past sessions regarding commercials. There is also a link to a glossary in case you can to add words to your Ss vocabulary. T, there is a link in the “recursos” column for a Coco Cola radio commercial. It last about 45 seconds and a 30 seconds one for a, Summer sounds Coca Cola commercial. Have Ss listen to them, next, working in pairs have them choose a product they consume with their meals or as meals, not necessarily sodas, to create and perform a radio commercial. Point out the sound effects in the Summer Coca Cola commercial. Encourage them to produce their own when creating their commercial. It will have to be a short commercial. 15’ Ss take a piece 3. T, hide various printed pictures of different items, places, animals, people etc (or use magazine cut outs) around the classroom; as Ss finish their performances they take a turn to look for the images. One per every two Ss. 10’ 4. T, take 5’to explain Ss that during the next session, they’ll have to create a commercial about the product represented with the image they found. One of the characteristics of the commercial is that they’ll show images only or perform silent actions without words to show the commercial to the class. Cut out magazine Images, acting, sound track and sound effects will be accepted. |
Bingo. Commercials 
Video. Summer sounds Coca Cola commercial. 
Radio commercial video Coca Cola
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| Cierre | 00:05 | 4. T, say good bye 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. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3684 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 40b |
| 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. Bring out the images Ss found last session. |
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| Desarrollo | 00:40 | 2. T, give Ss 10 minutes to prepare their commercial and 10 minutes for all couples to present their commercials. Next, Ss tell you about their commercials 10’ 3. T, I’m including a link in the “recursos” column for an article about children as consumers. There is an image of a baby which you’ll cut and paste to show to your Ss. As they look at the image they’ll respond to the question: • What are the consequences for children, of constantly listening, and reading commercials? Listen to Ss opinions 10’ |
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| Cierre | 00:05 | 4. 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. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 3685 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 4to grado | Asignatura | Inglés | Bloque | V | Semana | 40c |
| 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. Today Ss will create a billboard advertising to promote bilingualism. |
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| Desarrollo | 00:40 | 2. T, show image of bilingual baby to Ss. Link in the “recursos” column. Ask Ss to use all the knowledge they have about creating commercials, to create a commercial which promotes bilingual children. They’ll place their billboards around school. Ss are free to use the baby image you showed them or if they preferthey can use drawings, magazine cut outs etc to illustrate their billboard. They’ll have to create a slogan for their commercial or use an important character such as an actor, singer, athlete etc. to deliver their message if they don’t choose the image of the baby. Ss have to remember to identify: • who their audience is; • what is the purpose of their commercial; • ethos, logos and pathos as well as • choose the kind of font they’ll use and the place their billboard will have in their school. By the end of the session each team will choose a place for the final product to be shown for all to see. T, gather all the drawings and written adverts from SS and bind them together with a metallic ring as to have a little collection of them. Place a piece of construction paper at front and another one in the back so they serve as front and back of their collection. |
Image to illustrate bilingual baby
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| Cierre | 00:05 | 3. 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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