Compartida por: Denise Salazar
2 votos
| 6961 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | III | Semana | 20a |
| 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 | Formula y responde preguntas para comprender pronósticos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the suggested Web site and download the worksheet “Future Predictions” to your tablet or computer and make photocopies for each student. 2. Tell students that for the following three sessions, they will work in the development of a project called “Forecasts”. 3. Organize students in groups of three or four students. |
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| Desarrollo | 00:35 | 4. Write the word “Forecast” on the board and elicit its meaning. Tell students that forecast is the process of making predictions of the future based on past and present experiences. 5. Give away the photocopies and ask students to read the introduction. 6. Have students work individually and then check with their teammates if they agree on the order of the predictions. |
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| Cierre | 00:20 | 4. Write the word “Forecast” on the board and elicit its meaning. Tell students that forecast is the process of making predictions of the future based on past and present experiences. 5. Give away the photocopies and ask students to read the introduction. 6. Have students work individually and then check with their teammates if they agree on the order of the predictions. |
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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 a topic for their project. • Students are able to agree on a topic as well as on the 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
| 6962 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | III | Semana | 20b |
| 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 | Formula y responde preguntas para comprender pronósticos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Making Predictions” worksheet suggested in the “Recursos” section and make photocopies of the exercise, one per team. 2. Tell students there are many topics to make predictions on and they all share the same characteristic, they are all focused in future actions. |
Making Predictions
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| Desarrollo | 00:25 | 3. Give away the “Making Predictions” worksheet to the team leader and read the instructions. 4. Ask students to go over each passage and answer the questions; allow them to use their dictionary to help them with vocabulary. |
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| Cierre | 00:30 | 5. Tell students it is important to review their project before they hand it in. 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 make predictions that follow up small texts. • Students are able to work in a team and agree on a design and topic to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences to make predictions. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6963 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | III | Semana | 20c |
| 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 | Formula y responde preguntas para comprender pronósticos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the worksheet “Predicting Your Future” suggested in the “Recursos” section and make photocopies in advance for each student. 2. Once students have presented their project to their classmates, have them share their personal and team experiences with the rest of the class. |
Predicting your future
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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 “Predicting Your Future” worksheet and have students answer it individually. Walk around monitoring students’ work. |
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| Cierre | 00:20 | 5. Have students share their answers with the rest of the class. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to write about their future using the correct structures. • Students are able to recognize different types of structures that describe future actions and situations. • Students have enough vocabulary that allows them to build complete and meaningful sentences, and to make a presentation about predicting actions. | ||||||||
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