Compartida por: Ignacio de Lucas
0 votos
| 3187 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 28a |
| Tema | Leer y escribir recados y cartas | ||||||||
| Competencia a desarrollar | Interpretar y escribir recados relacionados con asuntos de la vida cotidiana | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica propósito, función, destinatario y remitente | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. T says hello to the Ss. T asks them if they remember some situations where formal letters are used: Business purposes, Professional circumstances, Legal context, School matters, Work matters T writes the list on the board. Ss add any context they can think of. |
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| Desarrollo | 00:35 | 2. T asks the Ss about the differences between the language used in a friendly letter and the one used in a formal letter. What are those differences? Ss will write a formal letter using the Letter Generator (link in the “recursos” section). T has some Ss read their letters. |
Letter generator
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| Cierre | 00:05 | 3. T tells the Ss to think of something they could tell the Principal of the school (or Headmaster) in a letter. T says goodbye to Ss. |
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| Evaluación | • T verifies that Ss understand the difference between a formal and an informal letter. • T makes sure that they understand the elements of a formal letter. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3188 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 28b |
| Tema | Leer y escribir recados y cartas | ||||||||
| Competencia a desarrollar | Interpretar y escribir recados relacionados con asuntos de la vida cotidiana | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce las partes con las que se componen los recados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. T says hello to the Ss. T asks them if they remember last class. T asks some Ss about the elements of a formal letter and about the language in a formal letter. |
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| Desarrollo | 00:30 | 2. T tells the Ss that today they will practice writing a formal letter to complain about a toy that broke easily. T asks the Ss to go to the link on the “recursos” section. T allows the Ss to complete the letter. T tells them that it is important that they read the options carefully and think which the best one is. T can let Ss work alone or in pairs. If they work in pairs, one S reads aloud each option and both of them have a small discussion to decide the best option. Once the letter is complete, some pairs read it to the whole class. |
Writing games
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| Cierre | 00:10 | 3. T has the Ss copy the letter into their notebooks. T says goodbye to the Ss. |
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| Evaluación | • T verifies that every S understands the parts of a formal letter. • T checks if Ss chose the correct paragraphs to complete the letter. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3189 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 28c |
| Tema | Leer y escribir recados y cartas | ||||||||
| Competencia a desarrollar | Interpretar y escribir recados relacionados con asuntos de la vida cotidiana | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica propósito, función, destinatario y remitente | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. T says hello to the Ss and asks them if they have thought about what they want to say to the Principal of their school. Some Ss explain their ideas. |
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| Desarrollo | 00:40 | 2. T tells the Ss that today they will write a formal letter to the Principal. T organizes the class in pairs, and gives each pair the worksheet where they will write the letter. T gives Ss enough time to interchange ideas, write a draft, revise it, make any changes that need to be done and write up the final letter. T walks around the room and helps Ss. T has some Ss read their letters. T picks up all the letters and a group of Ss deliver them to the Principal's office. |
Worksheet. Write a letter
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| Cierre | 00:05 | 3. T says good bye to the Ss. |
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| Evaluación | • T verifies that every S understands the parts of a formal letter. • T checks if they chose the correct paragraphs to complete the letter. • T checks students’ writing for grammar, spelling, and punctuations. | ||||||||
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