Compartida por: Diana Schreckenberger
0 votos
| 1096 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 11a |
| Tema | Participar en eventos comunicativos formales | ||||||||
| Competencia a desarrollar | Clasificar e interpretar información sobre un tema de interés para presentar un informe | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Utiliza índices, títulos y palabras clave en fuentes de consulta para encontrar información | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 1. 1. T, say hello as you do following your regular routine. |
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| Desarrollo | 00:40 | 2. T, remember the group is divided in teams. Let some ss read and write on the whitebord the questions from the last session. Ask the rest of the Ss to read their answers once they listen the questions. 10’ • Who are they going to research? • Why? • Where do foxes live? • Is more than one kind of foxes found in the world? • Do they mate? • Are they being raised in large families? • Is the litter being taken care of by both parents? • Are the puppies being fed by the mom and dad? • Are they placed in a list of endangered species? • Is a protected habitat being designated for them? (T, you’ll bring the memory cards game you made with the vocabulary resulting from the glossaries next session.) 3. What did they learn? Tell Ss they will need to illustrate the answers to these questions. 4. T, prepare Ss for a matching game. You’ll find a link in the recursos column for a passive voice memory game. Print and cut the cards. 5. We are going to change the instructions to the game a little bit. 6. The group is still divided in teams each team gets a set of cards with passive and active voice sentences all jumbled together. 7. Place the set in the center of the table/ group/ if they are seated on the floor in the center of the circle etc. 8. One S gets a card from the pile of cards and reads it. 9. The rest of the team will know if the sentence is in passive or active voice. 10. Ss place one hand on the deck to shout the sentence with the same meaning but in the opposite mode, active or passive. 11. The S who places his hand first, gets to shout the answer. If the answer is correct S gets a point. 10’ 12. Once you have played the game is time for a review of the grammar explanation. Show the video to Ss. The video last about 3’ The link is in the recursos column. T, this is an opportunity for you to review passive voice structure. Use some of the answers to the research questions as examples of passive and active voice. 10 13. T: All the information in the report must be complete, • The punctuation and layout reviewed. • The idea map must be finished and the idea map explained or reviewed according to the level of your team. • Glossary in place, index BB cards finished and in order. Passive voice explained and practiced. 14. You have about 5 to 7 minutes for final comments and review before the class is over. |
Active and passive voice
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| Cierre | 00:05 | 15. Explore Ss achievements and difficulties. 16. T, say good bye following your regular routine. |
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| Evaluación | |||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1097 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 11b |
| Tema | Participar en eventos comunicativos formales | ||||||||
| Competencia a desarrollar | Clasificar e interpretar información sobre un tema de interés para presentar un informe | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Utiliza índices, títulos y palabras clave en fuentes de consulta para encontrar información | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 2. 1.T, say hello as you do following your regular routine. |
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| Desarrollo | 00:40 | 2. T, remember the group is divided in teams. Write on the board. • Who are they going to research? • Why? • Where do foxes live? • Is there more than one kind of foxes in the world? • Do they mate? • Are they being raised in large families? • Is the litter been taken care of by both parents? • Are the puppies being fed by the mom and dad? • Are they placed in a list of endangered species? • Is a protected habitat being designated for them? • What did they learn? 3. T, let Ss know today we’ll finish illustrating our report. 4. They can draw or print illustrations from the web-sites they visited. 5. The illustrations will be placed together with the most relevant parts of their report or with the pages from their complete report on a cartulina or any other board they choose. 6. All the information will be then placed on the classroom walls for display. 20’ 7. T, bring out the memory cards you made with the words and definitions from the glossary created by the Ss. Depending on the number of words you have chosen to use to create the game and the number of Ss, this activity can be played in pairs or Ss continue working as teams. 10’ 8. Once you have played the game is time for a review of what Ss learned and to hear their conclusions. 10’ |
Mammal artic fox 
Ten things you should know about foxes
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| Cierre | 00:05 | 9. T, say good bye with your regular routine. Explore learning outcomes in today´s work. |
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| Evaluación | |||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1098 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 11c |
| Tema | Participar en eventos comunicativos formales | ||||||||
| Competencia a desarrollar | Clasificar e interpretar información sobre un tema de interés para presentar un informe | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Organiza información en mapas conceptuales | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 3. 1. T, say hello as you do following your regular routine. |
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| Desarrollo | 00:40 | 2. T, remember the group is divided in teams. 3. T, let Ss know today we’ll finish illustrating and arranging our report on boards and on the walls. 4. They can draw or print illustrations from the web-sites they visited if still needed. 15’ 5. T, bring out the memory cards you made with the words and definitions from the glossary created by the Ss. Depending on the number of words you have chosen to use to create the game and the number of Ss, this activity can be played in pairs or Ss continue working as teams. 10’ 6. T, bring out the passive voice card game and have Ss play one time. Have Ss play a second time but now they will have to give you an example after they match the cards. The example can be active or passive voice, a second S will need to give you the opposite. 10’ 7. T, let Ss know we’ll have a presentation where they will invite friends and family to the classroom and they’ll show the work they’ve done. Next session we’ll be choosing a S to welcome our guest and to present activities. 5’ |
Passive snap memory game
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| Cierre | 00:05 | 8. Explore Ss achievements and difficulties. 9. T, say good bye following your regular routine. |
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| Evaluación | |||||||||
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