Compartida por: Denise Salazar
1 voto
| 8319 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 40a |
| 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 | Asocia advertencias con situaciones concretas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the suggested website in the “Recursos” section and have the “What to Do in a Fire” article ready to show it to students. 2. Tell students that for the following three sessions, they will work on the development of a project called “Oral Warnings” and ask them to get together with their teams. |
What to Do in a Fire
|
508 | |||||
| Desarrollo | 00:25 | 3. Project the article on the board for every student to read it using the beam projector. 4. Tell students they are going to read an article about some important things to do to be safe during a fire. 5. Ask some volunteers to read paragraphs of the article aloud and as they do, clarify any vocabulary doubt if necessary. 6. Once the reading is over, have students write a summary of the article in teams. 7. Ask them to illustrate their work and once they finish have them present it to the rest of the class. |
|
508 | |||||
| Cierre | 00:30 | 8. Have students work for the last 30 minutes in class organizing themselves and deciding on the way they will present their project. Walk around and help them if necessary. |
|
508 | |||||
| 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 and its 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
| 8320 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 40b |
| 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 “Family Emergency Handbook” suggested in the “Recursos” section and print it. 2. Tell students about the importance of being ready when a disaster occurs and about how to prevent them. |
Family Emergency Handbook
|
508 | |||||
| Desarrollo | 00:20 | 3. Ask students to continue working with their teams and give away one of the disaster and safety procedures in the handbook you printed to each one. 4. Give students enough time to read and analyze the information and have students prepare a list of instructions for safety measures and warnings for each event. |
|
508 | |||||
| Cierre | 00:35 | 5. Remind students it is important to review their project before they hand it in and ask them to review spelling and grammar. 6. Give students the last 35 minutes in class to continue working on their project. Walk around monitoring their work and helping them if necessary. |
|
508 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to organize information for a presentation. • Students are able to work in teams 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 write about situations or events to convey a warning to prevent a problem. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8321 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | V | Semana | 40c |
| 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 | Ajusta volumen, tono y entonación para enfatizar advertencias | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Presentation Rubrics” suggested in the “Recursos” section and make enough photocopies to assess the presentation of teams in advance. |
Presentation Rubrics
|
508 | |||||
| Desarrollo | 00:40 | 2. Before students present their projects to their classmates, show them the rubric you will use to assess their work on the board and have volunteers read each column aloud. 3. Make sure students understand all the assessment points and aspects so they have a good performance during their presentation. 4. Use the rubric to assess students’ performance as they are presenting. |
|
508 | |||||
| Cierre | 00:15 | 5. Once students have presented their projects, ask them to share their individual and team experiences with the rest of the class. |
|
508 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to select a situation or event and write about safety measures and warnings to prevent problems. • Students are able to recognize different warning signs that help us prevent problems. • Students have enough vocabulary that allows them to build complete and meaningful sentences, and to make a presentation about safety measures and warnings in public places. | ||||||||
Regístrate y accede a todos los beneficios
