Compartida por: Denise Salazar
7 votos
| 6952 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | III | Semana | 17a |
| Tema | Participar en juegos de lenguaje para trabajar aspectos lingüísticos específicos | ||||||||
| Competencia a desarrollar | Participar en juegos de lenguaje para reconocer y comprender el tiempo futuro en pronósticos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Compara enunciados que expresan situaciones futuras con las que expresan situaciones pasadas y/o presentes | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Test on Simple Present 1” ready to use for your class. 2. Remind students about the basic rules for simple present usage and write some examples on the board of the affirmative, negative and question forms. |
Test on Simple Present 1
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| Desarrollo | 00:40 | 3. Have students give one or two examples of each type of sentence. 4. Project the “Test on Simple Present 1” on the board for students to see it. 5. Have students copy each section of the exercises in their notebooks and ask them to solve them individually. 6. Ask volunteers to read each sentence aloud and show them the options. |
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| Cierre | 00:15 | 7. Once the exercises are finished, click on the “Check answers” button at the bottom of the page to get the results. 8. Check with students each of the incorrect sentences and clarify any doubts. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify different types of sentences in simple present, in their affirmative, negative and question forms. • Students are able to read sentences in simple present clearly and fluently. • Students are able to write sentences in the simple present in affirmative, negative and questions. • Students have enough vocabulary that allows them to understand the simple present. | ||||||||
Compartida por: Denise Salazar
1 voto
| 6953 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | III | Semana | 17b |
| Tema | Participar en juegos de lenguaje para trabajar aspectos lingüísticos específicos | ||||||||
| Competencia a desarrollar | Participar en juegos de lenguaje para reconocer y comprender el tiempo futuro en pronósticos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Compara enunciados que expresan situaciones futuras con las que expresan situaciones pasadas y/o presentes | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Past tense exercise 3 and 4” file from the Web site suggested in the “Recursos” section to your computer or tablet and make photocopies for each student in advance. 2. Remind students about the functions and uses of the simple past tense and have them give you some examples. |
Past tense exercise 3 and 4
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| Desarrollo | 00:40 | 3. Give away the photocopies of the “Past tense exercise 3 and 4” worksheet and read the instructions and the explanation of the first exercise (exercise 3) and make sure students understand what to do. 4. Have students focus their attention on exercise 4 and explain briefly about irregular verbs. 5. Ask students to complete both exercises individually and then, have them check their answers with a partner. |
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| Cierre | 00:15 | 6. Walk around to monitor their work and help them to correct any mistakes. 7. Ask some volunteers to pass to the front and copy their answers on the board. 8. Review the exercises as a group and clarify any doubts. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify different types of sentences in simple past tense, using regular and irregular verbs. • Students are able to read sentences in simple past clearly and fluently. • Students are able to complete sentences in the simple past according to the spelling rules. • Students have enough vocabulary that allows them to understand the simple past forms of regular and irregular verbs. | ||||||||
Compartida por: Denise Salazar
1 voto
| 6954 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | III | Semana | 17c |
| Tema | Participar en juegos de lenguaje para trabajar aspectos lingüísticos específicos | ||||||||
| Competencia a desarrollar | Participar en juegos de lenguaje para reconocer y comprender el tiempo futuro en pronósticos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Reconoce formas verbales futuras en enunciados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Walk the Plank. Future simple Tense Game” from the Web site suggested in the “Recusos” section ready to project. 2. Write on the board the following sentence “I will visit my doctor tomorrow.” and talk about the intention of the sentence (future actions). |
Walk the Plank. Future Simple Tense Game
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| Desarrollo | 00:45 | 3. Show students the “Walk the Plank. Future Simple Tense Game” using the projector and have students personalize the character. 4. Once they have selected the physical features, tell students the objective of the game is to make the character walk the plank by completing the exercises correctly using the future. 5. Divide the group into two teams and ask them to take turns to complete the sentences. 6. Read the statement and show students the answers for them to choose one. 7. Play as many times as possible, try to make everyone participate. |
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| Cierre | 00:10 | 8. Ask students to work with a partner and have them write at least 5 sentences using the future. Walk around to monitor their work and to check and correct their answers. |
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| Evaluación | Assess students' reading and oral expression levels: • Students are able to identify statements in the future tense. • Students are able to choose the best phrase to complete sentences that express a coherent and logical idea. • Students have enough vocabulary that allows them to build complete and meaningful sentences using the simple future tense. | ||||||||
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