Compartida por: Denise Salazar
0 votos
| 6585 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | II | Semana | 14a |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Intercambiar opiniones sobre el contenido de un programa de radio | Duración | 1 hora | ||||||
| Aprendizaje esperado | Compone expresiones para producir opiniones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the Website suggested in the “recursos” section and have it ready to show to students. |
Modal verbs – introduction and practice
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502 | |||||
| Desarrollo | 00:35 | 2. Show students the exercise “Modal Verbs” on the board using the projector. 3. Ask some volunteers to read the introduction of the exercise and clarify any doubts if necessary. 4. Have students copy the sentences in their notebooks and give them enough time to complete them. |
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502 | |||||
| Cierre | 00:20 | 5. Have some volunteers read their complete sentences to the rest of the class. 6. Display the complete sentences and have students decide on the correct one. Allow students to correct their mistakes if necessary. |
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502 | |||||
| Evaluación | Assess students' level in oral and written expression: • Students are able to identify and use modal verbs accurately in a sentence. • Studentsare able recognize and correct statements. • Students have enough vocabulary that allows them to build complete and meaningful sentences using modal verbs. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6586 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | II | Semana | 14b |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Intercambiar opiniones sobre el contenido de un programa de radio | Duración | 1 hora | ||||||
| Aprendizaje esperado | Compone expresiones para producir opiniones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Modal Verbs Worksheet” suggested in the “recursos” section and make photocopies for each student. |
Modal Verbs Worksheet
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502 | |||||
| Desarrollo | 00:35 | 2. Give away the photocopies and review each of the modal verbs, their use and the examples as a group. 3. Read the instructions of each of the exercises and have students answer them individually. |
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502 | |||||
| Cierre | 00:20 | 4. Ask students to work in pairs to check and review their work. 5. Have some volunteers pass to the front and write down their answers on the board. Allow students to correct their answers if necessary. |
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502 | |||||
| Evaluación | Assess students' level in oral and written expression: • Students are able to recognize the use of modal verbs. • Studentsare able to complete and read sentences using modal verbs accurately. • Students have enough vocabulary that allows them to build complete and meaningful sentences using modal verbs. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6587 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | II | Semana | 14c |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Intercambiar opiniones sobre el contenido de un programa de radio | Duración | 1 horas, 20 minutos | ||||||
| Aprendizaje esperado | Identifica palabras utilizadas para conectar ideas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Sentence Connectors” pdf file to your computer and have it ready to show to students. |
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502 | |||||
| Desarrollo | 00:35 | 2. Tell students connectors are used to go join two sentences, ideas or paragraphs. Tell students there are different types of connectors for different uses. 3. Show students the “Sentence Connectors” list and go over pages 1,2 and 3 explaining each type of connector. 4. Give students some time to copy the information in their notebooks. |
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| Cierre | 00:40 | 5. Organize students in teams and assign each team two or three types of connectors. 6. Have teams make a chart or a graphic organizer of the types of connectors they were assigned. 7. Once students finish their work, have them display their organizers on the classroom walls. |
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| Evaluación | Assess students' writing and oral expression levels: • Students are able to recognize different types of sentence connectors and their uses. • Students are able to work in a collaborative way using English. • Studentsare able to organize sentence connectors using charts or other graphic organizers. • Students have enough vocabulary that allows them to build complete and meaningful sentences to communicate with each other when working as a team. | ||||||||
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