Compartida por: Diana Schreckenberger
0 votos
| 2408 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | III | Semana | 18a |
| 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 | Deletrea, pronuncia y acentúa 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. |
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| Desarrollo | 00:40 | T, Start by playing a Sound / letter matching game. The link appears in the “recursos” column. 5’ Review past of regular and irregular verbs. Choose 20 verbs to practice with. T shouts the present of a verb; Ss respond with the past. 5’ Have Ss play a game of basketball twice. 10’ T, visit the game before hand so you have an idea of the verbs involved in the game. When finished, play football, this will also help them practice past tenses. T, visit the game before hand so you have an idea of the verbs involved in the game. 10’ Ask Ss how the participants in these games are called. Do Ss know the name of these games? Ask Ss to tell you a little bit about their experiences with these games. 10’ |
Simple past football game. 
Basketball game 
Letter matching spelling game
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| Cierre | 00:05 | Ask Ss what their favorite game from this session 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
| 2409 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | III | Semana | 18b |
| 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 | Deletrea, pronuncia y acentúa 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. Start by telling Ss how much you liked the games from last session because you played basketball and football. Write the verbs in past on the board and emphasized that this happened yesterday, not today. |
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| Desarrollo | 00:40 | Tell Ss today we are going to read a story about a seagull that went to visit his cousin and had a great time. Write the verbs in past on the board. 5’ T, visit the site before hand so you are aware of the vocabulary and the verbs in past tense we’ll use in this session. The book in an interactive book with sound. Ss will have the opportunity to read and listen at the same time. Link included in the “recursos” section. Setting Ss up and the actual reading of the story will take about 15’ After you read the story, have a discussion session with the Ss to find out their reading/ listening comprehension level. Ask Ss to point out the new vocabulary including verbs they may not be familiar with. 10’ T, write all the new vocabulary, including verbs on little pieces of paper; fold and place inside a bag. Tell Ss the bag is the same bag Stephen Seagull brought back from his trip and we need to see how many new vocabulary words he brought with him. Have Ss take one paper or two depending on the size of the class and the number of new vocabulary words. Students look at their words and working in pairs spell them for their partners to hear. 10’ |
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| Cierre | 00:05 | T, say goodbye with your regular routine. Ask Ss to learn the new words and practice their spelling. |
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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
1 voto
| 2410 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | III | Semana | 18c |
| 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 | Deletrea, pronuncia y acentúa 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. Ask Ss what they remember from the story they read last session and what their favorite part was. |
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| Desarrollo | 00:40 | T, divide the group in teams. The number of teams and the number of members per team will depend on the size of your class. In a group of 30 for example, having six groups of five Ss is advisable. 5’ Today we are going to read the same story again. T, have sets of copies printed and ready one per team, 21 pages total. I’m including a link to a punctuation marks page for you to choose some of them and explain them to the Ss before you hand in the set of copies. 10’ Ssread, and circle all the verbs in past tense with one color, and all the punctuation marks with a different color. 15’ There is an e-mail address to write to Stephen at the end of the last page, I’m sorry to say the address does not work. For the last 10’ Read and listen to a story. Link in the “recursos” column. The story has a set of questions to test listening/ reading comprehension. |
An for dessert pudding 
Punctuation marks explanation.
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| Cierre | 00:05 | Ask Ss to tell you their favorite part of the second story. 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. | ||||||||
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