Compartida por: Diana Schreckenberger
0 votos
| 1102 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 13a |
| Tema | Escuchar, leer y registrar información de diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Reconocer y comprender la idea principal de las noticias periodísticas de interés para la comunidad | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica tema, propósito y destinatario de una noticia | ||||||||
| 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, start by asking your Ss if they read the newspapers. Ss respond. 3. Ask if they read the news in the computer. Ss respond. Ask if they read articles in a magazine or watch the news on TV. 4. Ss respond. T, tell Ss we are going to read an article in a magazine. 5’ 5. T, at the end of the reading Ss will need to tell you: 6. What the article is about? A: the article is about a kid who is going to east a dish made with vegetables for the first time. 7. Who is/are the principal characters in the story? A: Erick and Sam 8. How is the reporter transmitting the information? A: By interviewing the two brothers using a microphone and a camera. 9. Why is the story interesting? A: Because is a story about vegetables being eaten by Erick for the first time and he doesn’t know what is going to happen to him after he eats it. 10. When is the story taking place? A: At dinner time. 11. Where is the story developing? A: At Erick and Sam’s home. 12. T, you’ll have 15’ to get Ss to read the article as well as the questions. 13. You’ll have 10’ to get their answers. 14. Take notes of their answers so when they finish you can write them on the board. 15. When you write the answers make sure to mark using color markers all the contractions with one color, and circle all the personal pronouns with another. 16. T, at this moment you’ll have 10’ to talk about contractions and personal pronouns. 17. There is a link to an animated pronoun listening activity, it’s elementary and lasts 5’. Please take a look at it and use if appropriate. |
The chicken and a million vegetables report 
Pronouns
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| Cierre | 00:05 | 18. T, before you say good bye with your regular routine, make sure all Ss have a copy of the article to take home. 19. They need to read the article again and circle all personal pronouns and underline all contractions they find just as we did in class. |
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| Evaluación | |||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1103 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 13b |
| Tema | Escuchar, leer y registrar información de diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Reconocer y comprender la idea principal de las noticias periodísticas de interés para la comunidad | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica tema, propósito y destinatario de una noticia | ||||||||
| 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, take 10’ to review the copy of the article you gave to the Ss the previous session and make sure they underlined all contractions and circled all personal pronouns. T, if you have a large group you can do a general review by calling the answers aloud while Ss check the work themselves. 3. T, I’m including three different activities that you can use according to the level of your group. Taking into account the previous session, the on line exercise pronouns is recommended however if your group is at a higher level feel free to use the worksheet and if the skills of your Ss and time allow it use them both. 10’ 4. Now tell Ss we are going to sing a fun song. Run the video one time only; after the Ss listen to the video have them sing the song one time only. The video takes approximately 2’ x 2 times = 4 minutes. 5. T, it is time you give a quick explanation of: 6. Personal pronouns: I, you , he, she, it , we, you, they. 7. Object personal pronouns: 8. Me, you, him, her, it, us, you, them. 9. Subject personal pronouns: 1. ___________ are brothers. (Peter and I) 2. ___________ is a lawyer. (Sue) Etc. Examples from languageworksheets.com 10. You are welcome to download the worksheet presented in the recursos column. 15’ |
Personal pronouns for kids! 
Personal pronouns 
Personal pronouns... rules to remember
Pronouns
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| Cierre | 00:05 | 11. T, say good bye with your regular routine and explore what Ss have learned in this session. |
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| Evaluación | |||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1104 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 13c |
| Tema | Escuchar, leer y registrar información de diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Reconocer y comprender la idea principal de las noticias periodísticas de interés para la comunidad | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica tema, propósito y destinatario de una noticia | ||||||||
| 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, start by summarizing the explanation of pronouns from the last session. 5’ 3. T, present the Ss with table from the recursos column and then apply the computer game. 10’ to 15’ depending on the skills and abilities of your group. 4. T, ask Ss if they remember the name of the reporter (Wayne Walters) who interviewed Erick, the kid who was going to try chicken and a thousand vegetables for the first time, and Sam his older brother. 5. Right after they give you an answer let them know they are going to become TV anchors or reporters and report to the classroom about anything they choose. T, if you want to take this opportunity to use this activity to review a specific theme please go ahead. The reporting then for example would be about: animals, numbers, history, contamination, the planets etc. 6. T, I’m including a link to a video of two kid anchors. 7. Present the video to your Ss so they can model the format or do the same format Wayne Walters in the magazine. 8. T, have the Ss work in pairs or in teams or four or more according with the size of your group. 9. T, when dividing the group in teams remember you’ll only have 20’ approximately for Ss to show you and the rest of the class their work. 10. The explanation of the activity, and the time you give the Ss to choose a theme and start preparing is of 20’ more or less. 11. T, let Ss know they’ll finish preparing their news during the next session. T, you’ll have only 20’left by now so make sure you divide the time accordingly so all the teams can present their reports the same day. |
Kid news podcast
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| Cierre | 00:05 | 12. T, say good bye following your regular routine. Ask Ss to bring the appropriate props for the report they are going to present. |
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| Evaluación | |||||||||
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