Compartida por: Sylvia Benítez
2 votos
| 5177 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 4a |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Dar y recibir información sobre la prestación de un servicio comunitario | Duración | 1 hora | ||||||
| Aprendizaje esperado | Identifica tema, propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | Community services 1. Remember the students that the final product of this project is to write a dialogue or a short play about asking for and giving a community service. Put the students in groups of four and then ask them to start to plan their project. |
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| Desarrollo | 00:25 | 2. Each group chooses the community service they want to work with: a food delivery service, a plumbing or carpentry service, the activities at a Cultural Center, art and crafts courses or workshops, an urban gardening service, the fire or the police station, a medical service, a shelter, or any other existing service in the community. The groups write a report where they state the following: • The community service they chose. • The purpose of the service. • What are they asking for? • What will be provided? • A description of the situation or the plot. • Who are the characters in the dialogue? A description of each one of them. |
Ordering Food Delivery - Food English Lessons
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| Cierre | 00:20 | 3. The groups read their report to the class, then answer questions from classmates and receive their suggestions or comments. |
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| Evaluación | Assess students’ learning by: • The students propose a plausible situation that may occur when asking for a community service. • The students develope a good plot. • The students are able to work in a group, look at themselves as learners and reflect on their strengths and weaknesses. | ||||||||
Compartida por: Sylvia Benítez
2 votos
| 5178 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 4b |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Dar y recibir información sobre la prestación de un servicio comunitario | Duración | 1 hora | ||||||
| Aprendizaje esperado | Identifica tema, propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Show the video “Ordering Food Delivery - Food English Lessons - English Vocabulary Tutorials” two times to the students and ask them if they have questions. It shows example dialogues. 1. The groups meet to work in their projects. |
Ordering Food Delivery - Food English Lessons
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| Desarrollo | 00:30 | 2. Each team works on writing the dialogue between the characters they create. They must use the words and phrases they have been practicing for the last three weeks and the modal verbs. |
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| Cierre | 00:20 | 3. Have each group carefully read their dialogue and check to see if : • it is clear • it is believable • the words are correctly spelled • the expressions are well used • the sentences are well-constructed • the modal verbs are well chosen and well- conjugated • the message is understood. Ask the students for a copy of their work. You will review it with them next class, before the representation. Groups decide the role each student will play. They also determine the way they will play the dialogue (customs, intonation of the voices , positioning and movement of the characters etc.) |
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| Evaluación | Assess students’ learning by: • The sentences are correctly written. • Words are correctly spelled. • The dialogue presents a carefully designed plot. • The dialogue between the characters is believable • The group works together and all members have a full commitment. • Students are able to use correctly words and expressions they have learnt in class. | ||||||||
Compartida por: Sylvia Benítez
1 voto
| 5179 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 4c |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Dar y recibir información sobre la prestación de un servicio comunitario | Duración | 1 hora | ||||||
| Aprendizaje esperado | Identifica tema, propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. The groups meet to rehearse their representation. Every student must know her/his role and the sequence of the dialogue. First, give the groups the copy you have corrected, for them to check the faults you have found and to fix all their mistakes. |
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| Desarrollo | 00:40 | 2. Each group performs their short play to the class. After each representation permit questions and comments from the rest of the class. |
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| Cierre | 00:10 | 3. At the end of the class, ask the students what they have learnt. Summarise the main learning outcomes. Ask them which of the subjects was the hardest to understand. |
Dialogue presentation rubric
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| Evaluación | Assess students’ learning by: • The student fully understands the meaning of the expressions of asking for services. • The student writes correct sentences or questions in English. • The student reads the dialogues correctly, quickly and with expression. • Use the the “Dialogue presentation rubric” to assess the representations: http://www.redmagisterial.com/med/9449-dialogue-presentation-rubric/ | ||||||||
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