Compartida por: Ignacio de Lucas
0 votos
| 3193 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 30a |
| 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 to sit down. Ask the class what they remember about Cinderella. |
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| Desarrollo | 00:30 | 2. Ask Ss to go to the page "Elements of a story" and solve the last two sections, "Climax" and "Resolution". Repeat the dynamic of the previous class. Listen and read the slides and do all the activities. Ask questions and verify vocabulary. Leave approximately 20 minutes for the last activity. 3. Individually, have students to complete the Cinderella worksheet. Ss must glue it on their notebooks. And in the following page, they must answer the following questions: • What is the order of the events? 1. 2. 3. 4. 5. • How does the story end? • How is the main conflict resolved? • Which is their favorite part of the story? |
Cinderella worksheet 
Elements of a story
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| Cierre | 00:15 | 4. Project the Cinderella story on the front screen. The link is in the “recursos” section. Ask the Ss to try to listen to the narrator and to read the subtitles. Say goodbye to the Ss. |
Fairy tales: Cinderella
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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
| 3194 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 30b |
| 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 | Note: Prior to the beginning of this lesson you must prepare the materials: Print the cards. Glue them to a piece of cardboard, then cut out and laminate them. Make a set for each pair of Ss. The Little Red Riding Hood cards are in the "recursos" section. 1. Say hello to the Ss. Ask them if they know the story of Little Red Riding Hood. |
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| Desarrollo | 00:42 | 2. Show them one of the videos about Little Red Riding Hood on the "recursos" section. 3. Once the video is over,organize the class in pairs and give to each one a set of cards with the story in disorder. Ask the Ss to put it them order. The cards are in the "recursos" section. 4. Give the Ss the templates and have them write the story of Little Red Riding Hood in their own words. The template is in the "recursos" section. |
Little Red Riding Hood template 
Little Red Riding Hood cards 
Little Red Riding Hood
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| Cierre | 00:03 | 4. Have some Ss read their stories. |
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| Evaluación | • Check if the Ss are able to put the story together and in order. • Check if the Ss capture the essence of the story. • Check if the Ss are able to write a summary on their own. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3195 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 30c |
| 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 them about places they have gone for holidays. |
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| Desarrollo | 00:35 | 2. Ask the Ss if they enjoyed their last holiday and if they went on a trip. Maybe looking for relax, to visit some relatives, to visit pre Hispanic ruins, to go to the beach, camping, or a mixture of all of these? Write the different answers on the board. Ask your Ss if they could write a story about their holidays. Tell them to remember the elements of a story discussed on the previous classes and ask them if they think that the same elements would be present in their stories. Help the Ss to make notes about their holidays. Ask them to make a chart similar to the one they did for the story ofCinderella. Ask the Ss to see what are the similarities and differences between a fiction story and a non-fiction story. |
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| Cierre | 00:05 | 3.Ask your Ss to bring for next session photos/pictures of their vacations. Say goodbye to the Ss. |
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| Evaluación | • Check if the Ss can see the similarities and differences between a fiction story and a non-fiction story. • Verify the Ss comprehend the elements of a story. • Check if they can identify the elements inside the story. | ||||||||
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