Compartida por: Denise Salazar
0 votos
| 8304 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 35a |
| Tema | Producir textos para participar en eventos académicos | ||||||||
| Competencia a desarrollar | Reescribir información para presentar una exposición gráfica | Duración | 1 hora | ||||||
| Aprendizaje esperado | Ordena enunciados para formar un párrafo | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Review: Punctuation, Quotations and Capitalization” worksheet suggested in the “Recursos” section on your computer or tablet and make photocopies for each student in advance. 2. Ask students to tell you whatever they remember about the uses of different punctuation marks and the basic rules of capitalization and have them give you some examples. |
Review: Punctuation, Quotations and Capitalization
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| Desarrollo | 00:40 | 3. Give away the photocopies to and ask a volunteer to read the instructions. Make sure students understand what to do and clarify any possible doubts. 4. Ask students to work individually on the exercise and walk around the class to monitor their work. 5. Once students finish answering the exercises, have them exchange their worksheets with another classmate. |
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507 | |||||
| Cierre | 00:15 | 6. Ask some volunteers to come to the front to write their answers on the board and have students review and mark their classmates’ work. 7. Have students exchange their worksheets one more time and give them enough time to check their mistakes and correct them. |
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507 | |||||
| Evaluación | Assess students' oral expression level: • Students are able to identify the different types of punctuation marks, quotations and the basic rules of capitalization. • Students are able to recognize when it is necessary to write different types of punctuation marks as well as to where to use quotations in a sentence. • Students have enough vocabulary that allows them to read sentences and to rewrite them using correct punctuation, quotation marks and capitalization. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8305 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 35b |
| Tema | Producir textos para participar en eventos académicos | ||||||||
| Competencia a desarrollar | Reescribir información para presentar una exposición gráfica | Duración | 1 hora | ||||||
| Aprendizaje esperado | Ordena enunciados para formar un párrafo | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Word Order in affirmative Sentences 2” online exerciseready to project on the board. 2. Remind students about the elements of a sentence and ask them to tell you how to form a sentence with these elements. |
Word Order in affirmative Sentences 2
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| Desarrollo | 00:35 | 3. Copy the example from the exercise on the board and have students arrange the words to form a sentence. 4. Project the Website on the board using the projector for every student to read the exercise. 5. Read the instructions aloud and have students copy the sentences in their notebooks. 6. Give students enough time to solve the exercises individually. |
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507 | |||||
| Cierre | 00:20 | 7. Once students finish, ask some volunteers to tell you their answers and have them come to the front to write them on the board as the rest of the students correct their work. |
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507 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to organize words to form sentences. • Students have enough vocabulary that allows them to build complete and meaningful sentences in the affirmative form as well as to include time expressions. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8306 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 35c |
| Tema | Producir textos para participar en eventos académicos | ||||||||
| Competencia a desarrollar | Reescribir información para presentar una exposición gráfica | Duración | 1 hora | ||||||
| Aprendizaje esperado | Identifica y diferencia tipos de enunciados que expresan ideas clave en párrafos, con propósitos previamente establecidos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the suggested website and download the worksheet “Declarative, Imperative, Interrogative or Exclamatory?” to your tablet or computer and make photocopies for each student. 2. Remind students about the four different types of sentences there are, have them tell you an example of each and write them on the board for them to analyze them. |
Declarative, Imperative, Interrogative, or Exclamatory?
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507 | |||||
| Desarrollo | 00:45 | 3. Give away the photocopies to each student and read the instructions aloud. 4. Give students enough time to answer the exercise individually. 5. Once students finish the exercise, have them exchange their papers with another student for them to review their answers. |
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507 | |||||
| Cierre | 00:10 | 6. Ask some volunteers to come to the front and write their answers on the board in order to share them with the rest of their classmates. Allow them to correct their work if necessary. |
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507 | |||||
| Evaluación | Assess students’ oral and written expression levels: • Students are able to identify different types of sentences. • Students are able to analyze sentences and determine whether if they are imperative, declarative, interrogative or exclamatory. • Students have enough vocabulary that allows them to understand and complete the exercise correctly. | ||||||||
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