Compartida por: Denise Salazar
0 votos
| 6970 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | III | Semana | 23a |
| Tema | Leer y reescribir textos de divulgación propios de un área de estudio | ||||||||
| Competencia a desarrollar | Redactar notas para describir componentes de aparatos del cuerpo humano en un esquema | Duración | 1 hora | ||||||
| Aprendizaje esperado | Reescribe y redacta enunciados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “This, That, These, Those Game 2” suggested in the “Recursos” section ready to project to students. 2. Review with students the demonstrative determiners and have students give you some examples using complete sentences. |
This That These Those - Game 2
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| Desarrollo | 00:35 | 3. Divide the class into two teams and project the game on the board using the projector. 4. Tell students they have to read the statement and the four options given before they give out their answers. 5. Have teams take turns to complete the statements with the demonstrative determiners. |
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| Cierre | 00:20 | 6. Once students finish the exercise, ask them to get in pairs and have them write at least 3 examples for each determiner. 7. Give them enough time to complete the task and walk around to monitor their work. 8. Have students share their examples with another pair to make corrections. |
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| Evaluación | Assess students' oral expression level: • Students are able to identify the four demonstrative determiners and use them correctly. • Students are able to recognize the use of demonstrative determiners according to different contexts. • Students have enough vocabulary that allows them write original sentences using demonstrative determiners. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6971 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | III | Semana | 23b |
| Tema | Leer y reescribir textos de divulgación propios de un área de estudio | ||||||||
| Competencia a desarrollar | Redactar notas para describir componentes de aparatos del cuerpo humano en un esquema | Duración | 1 hora | ||||||
| Aprendizaje esperado | Corrobora las convenciones ortográficas para editar notas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Have the “Our punctuation pals” infographic ready to project to students on the board. 2. Remind students about the importance of punctuation marks by writing the following examples on the board: “Let’s eat Grandma! / Let’s eat, Grandma!” and have students tell you the difference between them. |
Our punctuation Pals
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| Desarrollo | 00:25 | 3. Project the infographic on the board for every student to read the information and go over the poster little by little. 4. Have students copy the concepts offered in it in their notebooks. |
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| Cierre | 00:25 | 5. Organize students in teams of three and ask them to make their own version of the infographic. Ask them to illustrate it and add an example using each punctuation mark correctly. 6. Have students display their work on the classroom’s walls. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to recognize the different punctuation marks and their uses. • Students have enough vocabulary that allows them to build complete and meaningful sentences using punctuation marks correctly. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6972 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | III | Semana | 23c |
| Tema | Leer y reescribir textos de divulgación propios de un área de estudio | ||||||||
| Competencia a desarrollar | Redactar notas para describir componentes de aparatos del cuerpo humano en un esquema | Duración | 1 hora | ||||||
| Aprendizaje esperado | Corrobora las convenciones ortográficas para editar notas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Human Body Word Scramble” exercise from the suggested Web site in the “Recursos” section ready to show to students. 2. Remind students about this unit’s project “Charts of Human Body Systems” and tell them this exercise will help them with some vocabulary. |
Human Body Word Scramble
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| Desarrollo | 00:45 | 3. Show students the exercise using the projector as you explain the instructions. 4. Ask students to copy the list of words in their notebooks and to unscramble the words related to the human body. 5. Give students enough time to answer the exercise individually. |
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| Cierre | 00:10 | 6. Once they finish, ask some volunteers to come to the front and write their answers on the board and make any necessary corrections 7. Ask students to review their work against the answers on the board and mark the words they had as mistakes. |
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| Evaluación | Assess students’ oral and written expression levels: • Students are able to identify different words related to the human body. • Students are able to analyze the order of words and write them in the correct order. • Students have enough vocabulary that allows them to identify important parts of the human body. | ||||||||
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