Compartida por: Diana Schreckenberger
0 votos
| 2405 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | III | Semana | 17a |
| Tema | Participar en juegos de lenguaje | ||||||||
| Competencia a desarrollar | Discriminar acentuación de palabras específicas en juegos de lenguaje | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Lee en voz alta listas de palabras preseleccionadas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 1. T, say hello as you do following your regular routine. Tell Ssstarting today, we are going to focus on practicing vocabulary and spelling among other activities because we are having a:“Spelling Bee contest”! atthe end of our set of sessions. |
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| Desarrollo | 00:40 | Explain Ss there are different sounds in the English language for each one of the letters in the alphabet. 5’ When finished have Ss play a letter sound game. Link in the “recursos” column. Play it two times. 15’total Play an alphabet match game. Link in the “recursos” column. 5’to 7’depending on your Ss ability. This game will help Ss start spelling with short words. Have a list of fifteen words chosen by you from past sessions. Give each word a specific value. Divide the group in two teams; boys and girls. Give each team seven of the fifteen words. Each team will choose a word to dictate to the opposite team. The whole team will work together to spell the word. The team will choose a person to go to the board and write the word. There is an extra word which value will be higher. This extra word will be dictated at the end by the teacher to both teams. The team with the higher score wins. 10’ |
Letter matching spelling game
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| Cierre | 00:05 | T, say goodbye with your regular routine. Ask Ss how they felt with the spelling exercises this session. |
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| Evaluación | Explore word games to practice intonation and pronunciation of specific English words. • Identify games by their name. • Activate previous knowledge to predict purpose. • Awareness of the number of words. • Identify different participants and their function in a game (for example, coordinator, players). • Determine number of players and their participation. • Awareness of steps a player follows in a game. • Understand the characteristics of the words involved in a game. • Read aloud a list of words. • Identify the accent in different types of words. • Clapping to identify the accent on contrasting words. • Pronounce with the correct accent and spell preselected words. • Participate in a language game to practice accent and pronunciation of words. • Determine characteristics of the different types of words. • Recognize rules and mechanics of the game. • Recognize graphic and text. Able to distinguish accent on words Vocabulary for this social activity Able to differentiate between English and mother tongue Use language as means of entertainment Share activities of common interest among peers Develop sportsmanship | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2406 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | III | Semana | 17b |
| Tema | Participar en juegos de lenguaje | ||||||||
| Competencia a desarrollar | Discriminar acentuación de palabras específicas en juegos de lenguaje | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Lee en voz alta listas de palabras preseleccionadas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 2. T say hello as you do following your regular routine. Ask Ss what their favorite game from yesterday was. |
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| Desarrollo | 00:40 | Start with a ball toss game to review the words from yesterday. T, troughs a little ball to a S so him/her spells the word the T, says. 5’ To practice with new words I’m including a link in the “recursos” column so you choose a worksheet according to the level your Ss have to introduce/ review vocabulary. Each worksheet has eight words for them to practice. 10' Have Ss work in pairs, every time the teacher shows a flashcard Ss have to use it in a sentence. The team who finds and writes a sentence first wins. The team has to write all the sentences in a piece of paper to give to the teacher. 15’ T, I’m including a link where you can find among other things, BINGO games which are editable. Feel free to alter and use the templet to create your flashcards or/ and WORD BINGO. Create easy worksheets from themes from the link included in the “recursos” column, to practice easy spelling. Either choose a new theme or review vocabulary from previous sessions. You’ll find various themes to choose from. Make two worksheets Ss can solve. 10’ |
Bingo Games 
Spelling Worksheets 
Material to teach children
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| Cierre | 00:05 | Ask Ss what their favorite worksheet was. T, say goodbye with your regular routine. |
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| Evaluación | Explore word games to practice intonation and pronunciation of specific English words. • Identify games by their name. • Activate previous knowledge to predict purpose • Awareness of the number of words. • Identify different participants and their function in a game (for example, coordinator, players). • Determine number of players and their participation. • Awareness of steps a player follows in a game. • Understand the characteristics of the words involved in a game. • Read aloud a list of words. • Identify the accent in different types of words. • Clapping to identify the accent on contrasting words. • Pronounce with the correct accent and spell preselected words. • Participate in a language game to practice accent and pronunciation of words. • Determine characteristics of the different types of words. • Recognize rules and mechanics of the game. • Recognize graphic and text. • Able to distinguish accent on words. • Vocabulary for this social activity. • Able to differentiate between English and mother tongue. • Use language as means of entertainment. • Share activities of common interest among peers. • Develop sportsmanship. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2407 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | III | Semana | 17c |
| Tema | Participar en juegos de lenguaje | ||||||||
| Competencia a desarrollar | Discriminar acentuación de palabras específicas en juegos de lenguaje | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Lee en voz alta listas de palabras preseleccionadas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Session 3. T say hello as you do following your regular routine. Explain, today we’ll start by playing a game. |
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| Desarrollo | 00:40 | T, begin by telling the Ss the name of the game; “Spelling Relay” Tell the group we’ll start by choosing the players and forming two teams. T, name two Ss as game coordinators. Name a score keeper. 5’ T, from the list of 15 words you created for your first session give each team seven words as you did back then. Each team forms a line. The first S has to read and spell the first word in the list. When finished the Ss has to run and go to the back of the line. The second S does the same with the second word, so on until all Ss have had a chance to spell at least one word. It’s OK if the list of words is repeated. T, make sure the coordinators and score keeper do their job. When all Ss have had a turn and the first S is back at the front of the line then T, dictates the extra word. The first S spells the word as fast as possible and goes to the back of the line. Second S does the same. The team that spells all the words faster and correctly wins. 15’ T, create a Bingo game with the 15 words from your list and the words you chose to introduce/ review during the past two sessions. Choose two Ss to call the words; they’ll take turns calling all of them. 15’ Point out at the fact that Ss know the names of both games and that the participants are called players; coordinators and score keepers. 5’ |
Bingo Games
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| Cierre | 00:05 | T, say goodbye with your regular routine. Ask Ss what their favorite word was. |
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| Evaluación | Explore word games to practice intonation and pronunciation of specific English words. • Identify games by their name. • Activate previous knowledge to predict purpose. • Awareness of the number of words. • Identify different participants and their function in a game (for example, coordinator, players). • Determine number of players and their participation. • Awareness of steps a player follows in a game. • Understand the characteristics of the words involved in a game. • Read aloud a list of words. • Identify the accent in different types of words. • Clapping to identify the accent on contrasting words. • Pronounce with the correct accent and spell preselected words. • Participate in a language game to practice accent and pronunciation of words. • Determine characteristics of the different types of words. • Recognize rules and mechanics of the game. • Recognize graphic and text. • Able to distinguish accent on words. • Vocabulary for this social activity. • Able to differentiate between English and mother tongue. • Use language as means of entertainment. • Share activities of common interest among peers. • Develop sportsmanship. | ||||||||
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