Compartida por: Ignacio de Lucas
0 votos
| 3196 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 31a |
| 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. Show the video “Introduction to Belize” to your Ss. The link is in the “recursos” section. Once it has finished, ask your Ss if they know where Belize is, what do they know about it, what did they see in the video and what did they like the most. |
Introduction to Belize
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| Desarrollo | 00:35 | 2. Project the photo diary of “your” trip to Belize on the screen at the front of the classroom (the link is in the “recursos” section). Ss may use their tablets, so they'll be able to watch it better. Tell the story of “your” trip to the Ss and be sure to describe some places and events (If you need it do some research before the session). Work with the vocabulary and have the Ss participate by asking questions or making comments and guesses about your trip. 3. Working with the whole class, construct the story of your trip. Make the Ss read the sentences on each picture, ask them to expand on the story or ask for details. |
Photo diary Belize trip
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| Cierre | 00:05 | 4. Ask a few Ss some questions, like: • Which Belize attraction do you want to see the most? • Do you want to go to Belize? Why? • What is the official language in Belize? Say goodbye to the Ss. |
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| Evaluación | • Check that the Ss understood the story • Verify that they were able to extract information • Check if they were able to add details or make conjectures. • Verify they understood the vocabulary | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3197 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 31b |
| 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. Show the video “Fly to London” to them. Ask to the Ss: Can you identify the city and the country Zach and Reggie are visiting? How? The T may help the Ss with the vocabulary and the grammar but to encourage output it is important that the Ss talk more than the teacher. |
Fly to London
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| Desarrollo | 00:30 | 2. Ask the Ss get together in groups of 4 or 5. Each group will be asked to prepare an itinerary for a trip to London. They should explore the guide (the link is in the “recursos” section) and determine their priorities. They should check out on the guide what attractions there are in London and decide what of them they want to visit. They will decide where to go, and when. Maybe they want to go to the theatre* to see a play, or go to the zoo – one of the finest in the world–, or to walk in some park, or to take a river cruise, or to visit a museum, or to take the Harry Potter tour, etc. They will decide, but they must to describe what they expect to see or do there. Allow them to discuss during the activity, this should be free practice for them to improve their speaking skills. Check around the classroom to make sure everybody is speaking in English. Once they have finish their work, have each group explain their itinerary in front of the class. * “Theater” is the preferred spelling in American English, and ‘theatre” is preferred virtually everywhere else. |
London guide
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| Cierre | 00:10 | 3. Have the Ss talk about the differences and similarities between their preferences. Say goodbye to the Ss. |
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| Evaluación | • Check that the Ss understood the task. • Verify that they were able to extract information. • Check if they were able to add details or make conjectures. • Verify they understood the vocabulary. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3198 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 5to grado | Asignatura | Inglés | Bloque | IV | Semana | 31c |
| 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.Tell them that in this class they will concentrate their work in the settings. Ask the Ss what a setting is and what the elements of a setting are: • Locale: country, state, region, city and town, as well as to more specific locales, such as a neighborhood, street, house or school. • Time: of year, of the day, eras of historical importance, etc. • Mood and atmosphere: melancholy, mournful, cheerful • Climate • Geography, • Social/political/cultural environment. • Population. |
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| Desarrollo | 00:30 | 2. Draw two columns on the board. On top of the first one, write the word “Nature”, and on the top of the last column, write “Cultural expression”. Have the groups read aloud their itineraries written the previous class. One by one, have the Ss of each group pass to the board and write each activity or place they name under the correct heading. 3. Show to the class the video “This is London” (the link is in the “recursos” section). Once the video finishes, encourage the Ss to talk about what they have learnt about London and ask if they want to go there someday. Stimulate them to talk about the different places and activities. |
This is London
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| Cierre | 00:10 | 4. Ask the Ss if they know of what country is London the capital city. Ask them if they know what is the difference between Great Britain, the UK and England. In a map of Great Britain (link in the “recursos” column), show all the countries that form the UK (England, Scotland, Wales and North Ireland) and Ireland (which is an independent country whose capital city is Dublin). You also can say that the official language of the UK is English and Irish is the official language of Ireland, however English is almost totally dominant in social, economic and cultural contexts. Say goodbye to the Ss. |
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| Evaluación | • Check that the Ss understand the concepts and vocabulary viewed during the last sessions. • Verify that they were able to extract and communicate information. • Check if they were able to add details or make conjectures. • Verify they understood the vocabulary | ||||||||
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