Compartida por: Sylvia Benítez
1 voto
| 5186 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 7a |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer cuentos clásicos y componer una historia breve a partir de ellos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Show the video of the classic story The emperor´s new clothes by Hans Christian Andersen. Ask the students if there are words they don't know. Tell each student to use a dictionary to look up them. |
The Emperor´s New Clothes
|
||||||
| Desarrollo | 00:30 | 2. The Emperor´s New Clothes worksheet contains activities related to the story. First, read the story out loud. Then, divide the class in three groups: • The first one solves the Part I. Short answer, and the Part II. Multiple choice activities. • The second group reads the story again and solves the following activities: I. Vocabulary Match and The Emperor’s New Clothes: Find the Supporting Evidence. • The third group solves the activities: II. Meaning in the text and Fun with Words: The Emperor’s New Clothes Word Search. |
The Emperor´s New Clothes Activities
|
||||||
| Cierre | 00:20 | 3. The whole class checks the exercises and the T clarifies the doubts. As a homework, ask students to write a text based on the last excercise. Tell them: Think of something that nowadays a person might wish so much that she/he could be cheated like the emperor. Who is the person? What does she/he want so much? How could she/he be cheated? |
|
||||||
| Evaluación | Assess students’ oral expression by: •The students understand the text. •The students are able to explain it. •The students are able to solve the exercises. • The final text is clear, grammatically correct, well-spelled and with correct punctuation. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5187 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 7b |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer cuentos clásicos y componer una historia breve a partir de ellos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Remind the students that they must write a composition based on a story. Students form six-member teams to work in it. |
|
||||||
| Desarrollo | 00:35 | 2. Each team must chooses the story they will be working with. They can choose one of the stories read in class or another one they like. On the “recursos” section there's a link to a page that has six classic stories they may like. The students of each team discuss aiming to agree on the characters and the plot of the story they will write. They may write a sequel, a spin off with a secondary character as the focus, the same story with a different ending, the same plot with different characters, in a different place or in a different time, etc. |
Six classic short stories
|
||||||
| Cierre | 00:15 | 3. Ask the students to write down their choices in their notebook. The groups' first task is to build a work plan. The students plan their story by discussing the following questions: • Where do the characters live? • Who is the main character? How does the character look? What does the character say and do? What does the character think and feel? • Are there any other characters in the story? • Will the characters speak in the story? • What are the main events in the story? • Decide the story's structure. • How many paragraphs will the story have? • What verb tense or tenses will the students use when they write the story? • How will the story continue after the first sentence? • How many paragraphs will the story have? |
|
||||||
| Evaluación | Assess the students' performance by: • The students are colaborative and do a good team work. • The students participate in the discussions. • The students are able to make a plan for writing a story. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5188 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | I | Semana | 7c |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer cuentos clásicos y componer una historia breve a partir de ellos | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias conocidas de comprensión | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | 1. Get into the same groups of six from the previous session. The students of each group write the parts of the story on three separate sheets of paper: the beginning, the middle and the end. They write a sentence that describes what is to happen in each part of the structure. Divide each group in pairs and assign each pair a part of the story. |
|
||||||
| Desarrollo | 00:30 | 2. Have the pairs write their part of the story. While doing this, students must respect their writing plan: the characters names, the characters personalities, the environment, the time, the verb tenses, etc. |
Six classic short stories
|
||||||
| Cierre | 00:15 | 3. Once the three pairs of each group have finished their writing, the group put together the parts of the story and read it to check if it is correct. The three parts of the form a coherent and logical story. They are not fractures between the parts. The whole text is clear. The sequence of the events is correct. The sentences are well-constructed and the paragraphs are unified and coherent. The verb tenses are consistent and well-used to fit the story. |
|
||||||
| Evaluación | Assess the students’ listening skills, the writing skills and the reading and oral comprehension skills by: • The students are colaborative and do a good team work. • The students participate in the discussions. • The students are able to build a plan for writing a story. • The students are able to follow the plan and participate in the writing assignment. • The students are able to coordinate and organize the work tasks. | ||||||||
Regístrate y accede a todos los beneficios
