Compartida por: Denise Salazar
1 voto
| 6579 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | II | Semana | 12a |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Escribir instrucciones para usar un diccionario bilingüe | Duración | 1 hora | ||||||
| Aprendizaje esperado | Completa y compone enunciados, a partir de un modelo, para ordenarlos en una secuencia lógica | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the suggested Web sites and have them ready to show it to students on the board using a projector. 2. Tell students that for the following three sessions, they will work in teams and develop a project called “Instruction Manual to Learn How to Use a Bilingual Dictionary”. 3. Organize students in groups of three or four students. |
How to make an instruction manual
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| Desarrollo | 00:25 | 4. Ask students if they know how to create an instruction manual and elicit for some ideas. 5. Show students the “How to make an instruction manual” article from the suggested Web site. Use the projector so all students can see clearly. 6. Have students read paragraphs of the article and clarify any doubts. Have students write down the main ideas in their notebooks. 7. Show students the “How to use a Bilingual Dictionary?” Web site and have volunteers read paragraphs or sections. Ask students to write down the main ideas in their notebooks. |
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| Cierre | 00:30 | 8. Have students work for the last 30 minutes in class organizing themselves and deciding on how they will make their instruction manual. Walk around and help them if necessary. |
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| Evaluación | Assess students’ oral and written expression levels: • Students are able to communicate with their classmates in a clear and fluent way and decide on how to build a project. • Studentsare able to agree on a design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences and speech. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6580 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | II | Semana | 12b |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Escribir instrucciones para usar un diccionario bilingüe | Duración | 1 hora | ||||||
| Aprendizaje esperado | Quita y/o agrega información para editar un instructivo | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Revising Checklist” and the “Rubric for ___ Project” suggested in the “recursos” section. Make photocopies of the checklist in advance, one per team. 2. Tell students their project will be evaluated taking into account specific characteristics. |
Revising Checklists
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| Desarrollo | 00:25 | 3. Show students the “Rubric for___ Project” using a projector so all students can see it. 4. Read each concept aloud and make sure students understand all of them. Ask students to copy the rubric in their notebooks. 5. Give away the “Revising Checklist”to the team leader and go over each concept to make sure students understand. Tell them it is important to review their project before they hand it in. |
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| Cierre | 00:30 | 6. Give students the last 30 minutes in class to continue working on their project. Walk around monitoring their work and help them if necessary. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to understand a checklist and a rubric descriptor. • Studentsare able to work in a team and agree on a design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6581 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | II | Semana | 12c |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Escribir instrucciones para usar un diccionario bilingüe | Duración | 1 hora | ||||||
| Aprendizaje esperado | Comprende el uso de mayúsculas, minúsculas y abreviaturas en un diccionario bilingüe | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the worksheet “Dictionary Skills Review” suggested in the “recursos” section and make photocopies in advance for each student. 2. Once students have presented their “Instruction Manual to Learn How to Use a Bilingual Dictionary” to their classmates, have them share their individual and team experiences with the rest of the class. |
Dictionary Skills Review
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| Desarrollo | 00:35 | 3. Tell students they will answer a review to see what they really learned during the unit. 4. Give away the photocopies of the “Dictionary Skills Review”worksheet and have students answer it individually. Walk around monitoring students’ work but do not give them the answers. |
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| Cierre | 00:20 | 8. Have students exchange their worksheets with a partner to check their answers. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to alphabetize words and look for different components in a dictionary. • Studentsare able to recognize guide words and abbreviations in a bilingual dictionary. • Students have enough vocabulary that allows them to build complete and meaningful sentences, and to understand and answer a questionnaire about dictionary skills. | ||||||||
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