Compartida por: Sylvia Benítez
12 votos
| 5192 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 1a |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Ofrecer y comprender sugerencias para adquirir o vender un producto | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa el sentido general y las ideas principales a partir de expresiones orales conocidas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:30 | Introduction session. 1. Introduce yourself to the class, stating who you are, what do you like to do, and why you are an English teacher. 2. Explain them about the projects. Each project will have a final product made individually or by groups or pairs. The students will show their products to the class. 3. Show the video Introduce yourself. (13:34). It is a basic step-by-step dialogue containing a conversation between strangers in a plane. The video gives a detailed analysis of each phrases and key words used. Also gives a slow and fast pronunciation of some parts of the dialogue. 4. Ask the students to repeat parts of the dialogue when the video gives space to do that. This allows the teacher to diagnose oral expression and pronunciation level of the group. |
Introducing yourself. Basic
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| Desarrollo | 00:20 | 5. Show the proposed video from Oxford University Press Chapter 1 (6:13 minutes). It shows some examples of how you can introduce yourself to others. It´s about a group of three friends living in a four-room house. They interview several potential roommates and finally choose the right one. 6. Ask some questions about the scene like: • Who is the narrator? • Who lives in the house? • Why the friends rejected the first candidates? • Why they accepted Jane to be their roommate? • What do they like about her? 7. Show the video a second time if needed. |
Interviewing a roomate candidate
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| Cierre | 00:10 | 8. Ask some volunteers to introduce themselves to the class. They must talk about who they are and what do they like to do, in a similar way they saw in the examples. 9. For the next class, ask students to watch chapter 2 of the video (from minute 6:15) and make sure they understand it clearly. Send it to all the students as a link to their e-mail addresses or by the virtual platform you usually use. You can answer questions on line. |
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| Evaluación | The teacher can evaluate the level of the students in oral expression: • The student expresses clear and fluently when he talks. • The student has a proper pronunciation of the words and expressions used in a self-presentation. • The student has a vocabulary that allows him to explain what he wants to say. Listening and comprehension: • The student understands the general sense and principal ideas by using previous knowledge. • The student is able to infer the meaning of unknown words form the context. | ||||||||
Compartida por: Sylvia Benítez
2 votos
| 5193 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 1b |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Ofrecer y comprender sugerencias para adquirir o vender un producto | Duración | 0 horas, 40 minutos | ||||||
| Aprendizaje esperado | Anticipa el sentido general y las ideas principales a partir de expresiones orales conocidas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | Introducing project 1: Offering and understanding suggestions to buy or sell a product. 1. The final product of this project is a product catalog including proper suggestions for the products in it. We will do this activity in three or four members groups. The students must agree to deliver the list of the teams and their members for the next class. |
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| Desarrollo | 00:25 | 2. Ask the students about the video they should have seen before class. (Interview a roommate candidate, Chapter 2). What is it about? Let the students to tell what they understood. Did you find the mistakes in the subtitles? Tell the class about them. 3. Jane, the new roommate, films a video of the house and her roomies to send it to her sister and convince her that she is ok living there. Explain to the class that selling things is like that, to convince people to buy something you offer. 4. Show the video again and make the students to answer the following in pairs: • Describe the house where Jane and her roomies live: Write sentences like: The living room is very comfortable. The kitchen has all the things I need to cook, etc. • Describe the roomies: How is Matt like? What does David do for a living? Where does Helen come from? |
Interviewing a roomate candidate
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| Cierre | 00:10 | 5. Write some of the sentences in the board and review them in a group session. Check the grammar, the spelling of the words used and read them to check the correct pronunciation. |
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| Evaluación | Assess students’ learning by: • The student writes the ideas in order. • The sentences are clear and complete. • The student is respectful to others and listen without interrupting. | ||||||||
Compartida por: Sylvia Benítez
2 votos
| 5194 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 1c |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Ofrecer y comprender sugerencias para adquirir o vender un producto | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa el sentido general y las ideas principales a partir de expresiones orales conocidas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | Buying things 1. Show the video where we can see a dialogue in a shop. A woman wants a sweater and the saleswoman answers her questions about size, colors, price, payment forms and taxes. 2. Show the video about buying a train ticket. Check the expressions to find out the costs and the travel time between places. |
Buying a train ticket 
Shopping for clothes
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| Desarrollo | 00:35 | 3. In pairs, reproduce the dialogues of buying and selling different products at different kind of shops. For example, a girl who wants to buy a video game or a boy who buys a ticket for a rock concert. 4. Give time to the pairs to agree which role each one will play, the seller or the buyer. 5. The pairs will come to the front to improvise the scene and the teacher will suggest the best way to express what they mean. |
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| Cierre | 00:15 | 6. The students write a short dialogue based on the examples of buying things. Deliver it to the teacher next class. |
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| Evaluación | Assess students’ learning by: • The student understands the general sense of the dialogue. • The student follows the meaning of words from context. • The student express correctly and clearly. • The sentences are clear and complete. | ||||||||
Comentarios
juana Alarcon 8 de Agosto de 2021
Hola buenas tardes, podria pagar de otra forma ?? y siquiero todos los bloques???
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Regístrate y accede a todos los beneficios
juan carlos escobedo 12 de Agosto de 2018
que ya lasa pague y no las pude bajar como ahi que?