Compartida por: Denise Salazar
2 votos
| 6666 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 11a |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Comprender y redactar instrucciones para enfrentar una emergencia ambiental | Duración | 1 hora | ||||||
| Aprendizaje esperado | Escribe y clasifica enunciados para crear secuencias de instrucciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “List of Prepositional Phrases” and select some of them from the list. 2. Visit the “Prepositional Phrases Bingo” Web site to create bingo cards by writing in the box on the right, the prepositional phrases you selected from the list. 3. Select the amount of cards you need and the cards per page and once you have finished, click the “Create Bingo Cards” button. 4. Print out the cards and have them ready for your class. 5. Remind students the uses and some examples of prepositional phrases and write them on the board. |
Prepositional Phrases Bingo
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| Desarrollo | 00:40 | 6. Hand out the bingo cards, one per student and explain them how to play bingo. 7. Play as many times as possible and have students exchange cards every 2 rounds to avoid repetitions. 8. Ask students who call out “bingo” to choose a prepositional phrase and use it in a sentence. |
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| Cierre | 00:15 | 9. Make a list of the most difficult prepositional phrases on the board and have students write 5 sentences using them. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to express themselves using prepositional phrases. • Students are able to recognize and use prepositional phrases in statements. • Students have enough vocabulary that allows them to build complete and meaningful sentences using prepositional phrases. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6667 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 11b |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Comprender y redactar instrucciones para enfrentar una emergencia ambiental | Duración | 1 hora | ||||||
| Aprendizaje esperado | Quita, agrega y/o cambia información para editar un instructivo | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the worksheet “Prepositional phrases” suggested in the “recursos” section and make photocopies for each student in advance. 2. Write on the board the word “Preposition” and have some volunteers give some examples. |
Prepositional Phrases
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| Desarrollo | 00:35 | 3. Give the photocopies to the students and read the definitions in the beginning of the page. Make sure students understand both concepts and clarify any doubts. 4. Ask students to read the list of prepositions and prepositional phrases, silently. Read the rules and uses of the coma and the examples. 5. Have students answer the worksheet while you walk around and monitor their work. Help them if necessary. |
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| Cierre | 00:20 | 6. Have some volunteers read their answers and check the activity as a group. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to express statements using prepositional phrases in as clear and fluent way. • Students are able to recognize and use prepositional phrases in statements. • Students have enough vocabulary that allows them to build complete and meaningful sentences as well as stories using sequence words. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6668 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 11c |
| Tema | Comprender y escribir instrucciones | ||||||||
| Competencia a desarrollar | Comprender y redactar instrucciones para enfrentar una emergencia ambiental | Duración | 1 hora | ||||||
| Aprendizaje esperado | Aclara significado de los términos desconocidos para ampliar y afinar su vocabulario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the Web site suggested in the “recursos” section and have it ready to project. 2. Have students tell you about the natural disasters they have studied during this unit and discuss the following questions as a class: “What would happen if one of these natural disasters occur in this moment? What would you do?” |
Natural Disaster
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| Desarrollo | 00:35 | 3. Explain students that for every natural disaster people have created specific guides to protect themselves. 4. Show the Web site using the projector and have some volunteers read the sections in it. 5. Write the unfamiliar vocabulary words students find during the reading, on the board. |
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| Cierre | 00:20 | 6. Once the reading is over, have students copy the vocabulary words. Have them work in pairs and look for their meaning in a dictionary to make their own glossary. This vocabulary will be useful for their final project. |
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| Evaluación | Assess students' oral expression level: • Students are able to express ideas in a text clearly and fluently. • Students have enough vocabulary that allows them to build complete and meaningful sentences, as well as stories using sequence words. Assess students’ reading comprehension level: • Students are able to understand a simple reading text and identify main ideas and useful vocabulary. | ||||||||
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