Compartida por: Denise Salazar
0 votos
| 8313 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 38a |
| Tema | Interpretar y expresar indicaciones propias de la vida cotidiana | ||||||||
| Competencia a desarrollar | Comprender y expresar advertencias propias de lugares públicos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Indica causas y efectos en advertencias | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Have the “Connectors (4) multiple choice” online exercise suggested in the “Recursos” section ready to project. 2. Remind students the uses and functions of some basic conjunctions and connectors and have them give you some examples and their uses. |
Connectors (4) multiple choice
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508 | |||||
| Desarrollo | 00:40 | 3. Project the exercise using a beam projector so all students can see the questions clearly. 4. Read the instructions aloud and click on the “see all questions” button. 5. Ask students to copy the sentences in their notebooks and have them choose the right words to complete them. 6. Give students enough time to finish the exercise and as they are working, walk around to monitor their work and to help them if necessary. |
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508 | |||||
| Cierre | 00:10 | 7. Once every one finish, have some volunteers read their answers aloud and mark their answers on the website to review. 8. Allow students to correct their mistakes if necessary. |
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508 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to use different types of connectors and conjunctions to connect ideas. • Students are able to choose the correct connector or conjunction to form sentences that have a logic sequence and make sense. • Students have enough vocabulary that allows them to understand and build complete and meaningful sentences using connectors. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8314 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 38b |
| Tema | Interpretar y expresar indicaciones propias de la vida cotidiana | ||||||||
| Competencia a desarrollar | Comprender y expresar advertencias propias de lugares públicos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Solicita información para confirmar la comprensión de advertencias | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “British English vs American English” worksheet from the website suggested in the “Recursos” section and make photocopies for each student in advance. 2. Ask students if they have ever noticed any differences between the way Americans and British speak English and have them tell you some of the differences they know or have noticed and discuss them as a group. |
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508 | |||||
| Desarrollo | 00:35 | 3. Give away the photocopies to each student and read the introduction and the instructions for each exercise aloud. Make sure students understand what to do. 4. Ask students to work individually and have them go over the activities little by little. Allow them to use their dictionaries if necessary and as they are working, walk around to monitor their work. 5. Once students finish, ask them to get together with two more classmates and compare their answers. |
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508 | |||||
| Cierre | 00:20 | 6. Give them enough time to compare, review and correct their work and help them if necessary. 7. Ask some volunteers to read their answers aloud to share them with the rest of the class. |
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508 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify the differences between American and British English. • Students are able to discriminate the use of variants between American and British English. • Students have enough vocabulary that allows them to use lexical differences between British and American English. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8315 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 38c |
| Tema | Interpretar y expresar indicaciones propias de la vida cotidiana | ||||||||
| Competencia a desarrollar | Comprender y expresar advertencias propias de lugares públicos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Indica causas y efectos en advertencias | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “First Conditional” online lesson from the website suggested in the “Recursos” section ready to show it to students. 2. Remind students about the different ways there are to express possibilities and have them give you some examples. |
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508 | |||||
| Desarrollo | 00:35 | 3. Project the “First Conditional” lesson on the board using a projector for students to see it clearly. 4. Read the introduction and clarify any possible doubts. 5. Ask some volunteers to read aloud the different sections and make sure students understand completely before they continue reading. 6. Ask students to copy the main ideas as well as some examples included in the lesson. |
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508 | |||||
| Cierre | 00:20 | 7. Once the lesson is over, click on the “Continue with the exercises” link at the bottom of the page and have some volunteers answer them aloud. 8. Review their answers as a group. |
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508 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify the uses and functions of the first conditional tense. • Students are able to recognize causes and effects as well as possibilities by using the first conditional. • Students have enough vocabulary that allows them to answer exercises using the first conditional correctly. | ||||||||
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