Compartida por: Diana Schreckenberger
0 votos
| 1090 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 9a |
| 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 | Formula preguntas sobre un tema seleccionado | ||||||||
| 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, let your Ss know today we are going to start our class by showing just a little bit of a movie. Show the clip: "Kingdom of the Forest. Fox cubes" from 0 to 1:02, and after that: “Growing Fox Cubs The fox and the hound movie #1" if the video is available. 10’ 3. Now, ask your Ss if they believe a fox can have a friendship like the one shown in the movie. 4. Ss respond. 5. T, tell Ss they need to do a little research to support their answer and they will need to present a report about it. Who are they going to research?, Why?, What did they learn? 5. T, divide the group in teams so that the exchange of ideas is part of the work Ss do with this project. Write these questions on the board. 5’ 6. Each team will have ten minutes to discuss the media they will have to use for their research e.g. magazines, web-sites, books. 7. For this exercise I provide links to different web-sites with information about foxes, which you’ll find in the recursos column, please visit them and share with you Ss. T, make sure to read as much as you can and anticipate the vocabulary Ss may not understand, this will be according to their level. You know they will have to look up some words as well. 8. The link to the magazine has an article about: “foxes in the city” all the way down on page 21 of the e-document which is page 40 of the magazine. 9. T, you have about 15’ left to show some of the sites to your Ss and to let them know they will have to add a glossary as part of their final repot. |
Foxes in the city 
Fox 
Ten things you should know about foxes 
Kingdom of the forest: growing fox cubs
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| Cierre | 00:05 | 10. Explore Ss achievements and difficulties 11. T, say good bye following your regular routine. |
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| Evaluación | |||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1091 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 9b |
| 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, write the questions from the previous session: • Who are they going to research? • Why? • What did they learn? 3. Tell Ss this question will be answered at the end of the research. 4. Have Ss give you their answers to these questions, it should be something like: 5. Research foxes, to know about their nature. 6. T, here is your opportunity to suggest Ss wil have to present principal or main ideas and also subdivide them on secondary ideas as well, since about their nature is too broad e.g. • 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 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? 7. Make sure you use different color markers and explain the structure for passive voice. 8. Feel free to underline, circle or write with a different color marker the verbs for passive voice. 20’ to be able to answer Ss questions about the sub or secondary ideas as well as the structure for the passive voice. 9. T, elicit some examples from your Ss using passive voice. If the level required on the link presented in the Recursos column is appropriate, let them play 10’, if is not, then using a little rubber ball and placing a clean plastic bag in a basket (the trash basket for example) choose a S to give you an example and after reviewing his/her example, allow him/her to through the ball to the basket. Remember the group is divided in teams so one point for the team if the S, throws the ball in the basket. 10’. 10. Model questions and answers for your Ss, for example: a. Q: What is made of wood and we use to write with? b. A: A pencil is made of wood and is used to write with. c. Q: What is grown in Mexico and exported to the world to make guacamole? d. A: Avocados are grown in Mexico and exported to the world to make guacamole. 11. Think of other examples and then have your Ss give you some examples themselves. 12. Using a small rubber ball (it can be the same ball you used for the basket ball game) throw the ball to a S at the time you ask for an example. 10’ |
Passive vs. Active Voice
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| Cierre | 00:05 | 13. Explore Ss achievements and difficulties 14. T, say good bye following your regular routine and ask Ss to bring a book related with the theme they are researching, if possible. |
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| Evaluación | |||||||||
Compartida por: Diana Schreckenberger
0 votos
| 1092 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | II | Semana | 9c |
| 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 | Formula preguntas sobre un tema seleccionado | ||||||||
| 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. Give 20 minutes for Ss to read the information on the Websites and the books they brought. 3. Write the questions from the last session on the board to help them focus. Remember the group is divided in teams. Each team could designate a member to research a specific website or book so all have a chance to contribute with information. • Who are they going to research? • Why? • What did they learn? 4. Tell Ss this question will be answered at the end of the research. • 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 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? 5. Remind Ss they will have to form a glossary with the words related to this theme they find in the sites and are not familiar with. There is a link to a dictionary in the recursos column. 7. Tell Ss, they will have to write some of the information they find relevant in a word document, if possible, or on a piece of paper, if necessary. 8. When the 20’ are gone, tell your Ss they will have to organize the information in an idea or concept map. 9. T, explain the process of an idea or concept map. There is an example of a draft of an idea map included in the recursos column. You are welcome to show it after your explanation. 10. Have Ss in each team discus their research so far and have them draw a draft of the team idea or concept map. 20’ |
Mind Map 
Dictionary 
Ten fascinating facts about foxes
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| Cierre | 00:05 | 11. Explore Ss achievements and difficulties 12. T, say good bye following your regular routine. |
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| Evaluación | |||||||||
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