Compartida por: Ignacio de Lucas
0 votos
| 3190 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 29a |
| Tema | Leer para conocer y comparar diversos aspectos propios y de los países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer un relato breve de viaje para descubrir aspectos naturales y expresiones culturales específicas de los países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce tema, propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Say hello to the Ss and ask them to sit down. Ask the Ss if they like stories. What are their favorite stories? Show them the video on the resources section. |
The work song
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| Desarrollo | 00:35 | 2. Ask the Ss if they like the song and if they know what story it comes from. Project the song's lyrics on a screen. Clarify new vocabulary and writes down translations for new vocabulary on the board. Give a copy to each Ss. Read the lyrics with the Ss and help them get the rhythm. Play the second video with the lyrics on and play a karaoke style activity. Sing the song several times with the children. Ask the Ss if they know the story of Cinderella. Have the Ss mention characters. Who is the good one, the bad one, what happens in the story. If they don’t know it, help them. Have the Ss take notes. Note: If some Ss say that Cinderella is a story for girls, it could be positive to ask why they think so. You can say that books are for people, stories are for people. Limiting that saying that a particular story is for people of one gender is short-sighted. This idea reinforce the false message that boys are brave and strong, while girls are sweet and delicate. Both genders should simply be encouraged to read, whether they like vampire stories, dinosaur facts or classic fairytales. Cinderella is a traditional story of child abuse and neglect that never gets old. |
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| Cierre | 00:05 | 3. Say goodbye to the Ss and tell them to read the story if they haven’t. |
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| Evaluación | • Verify the Ss understand the concept of the story. • Check that they sing along and their pronunciation. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3191 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 29b |
| Tema | Leer para conocer y comparar diversos aspectos propios y de los países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer un relato breve de viaje para descubrir aspectos naturales y expresiones culturales específicas de los países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce tema, propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Say hello to the SS and ask them if they remember last class. Tell them to take out the lyrics of the song and sing it a couple of times. |
The work song
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| Desarrollo | 00:35 | 2. Ask the Ss what the different elements of a story are. Make a few notes on the board of the things the Ss mention. Ask the Ss to go to the link on the “recursos” section. Go through the activities on setting and characters on each section. Ask the Ss about the story of Cinderella and tell them to make notes. Make sure to listen to the explanations to practice reading and listening. Check language and vocabulary. |
Elements of a story
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| Cierre | 00:05 | 3. Say goodbye to the Ss and ask them to think of their favorite story. |
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| Evaluación | • Check that the Ss understand the elements of the story they are checking. • Verify the Ss make notes and that they are correct. • Check the Ss understand the vocabulary. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3192 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 29c |
| Tema | Leer para conocer y comparar diversos aspectos propios y de los países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer un relato breve de viaje para descubrir aspectos naturales y expresiones culturales específicas de los países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce tema, propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Say hello to the Ss and ask them if they remember last class. Ask a few questions to check vocabulary. |
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| Desarrollo | 00:40 | 2. Ask the Ss to go to the link on the resources section to continue with the activity. Go through the sections "Sequence", "Exposition" and "Conflict". In groups of three or four, Ss listen and read all the slides and do the activities. Walk between the groups and help the Ss if they ask. Verify the vocabulary and ask the Ss questions on each of the slides to make sure they understand the activities and the concepts. |
Elements of a story
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| Cierre | 00:05 | 3. Have some Ss explain what the main conflict in the story is and what happens in the story. They must not recount every thing - just the big events. |
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| Evaluación | • Check that the Ss understand the elements of the story they are checking • Verify the Ss make notes and that they are correct. • Check the Ss understand the vocabulary. | ||||||||
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