Compartida por: Denise Salazar
0 votos
| 6678 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 15a |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Componer diálogos e intervenciones para un cortometraje mudo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Ejemplifica ideas principales en un intercambio oral | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Films and Movies” worksheet to your computer and make photocopies for each student in advance. 2. Ask students the following questions: Do you like movies? How often do you watch movies? What kind of movies do you like best? Elicit answers and write their answers on the board. |
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512 | |||||
| Desarrollo | 00:45 | 3. Give away the photocopies and focus students’ attention on the pictures for them to identify the different movie genres. 4. Read the instructions aloud and make sure students understand what to do. 5. Give students enough time to answer the worksheet and once they’ve finished, ask them to work in pairs. |
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512 | |||||
| Cierre | 00:10 | 6. Have students compare their answers and allow them to make any corrections if needed. |
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512 | |||||
| Evaluación | Assess the students' oral and written expression level: • Students are able to identify different movie genres. • Students are able to express opinions about their favorite type of film or movie in a clear and fluent way. • Students have enough vocabulary to build complete and meaningful sentences to describe different types of films. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6679 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 15b |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Componer diálogos e intervenciones para un cortometraje mudo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa el sentido general y las ideas principales a partir de conocimientos previos y lenguaje no verbal | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the website suggested in the “recursos” section and have the presentation ready to show it to students. 2. Remind students about the different types of films or film genres, and ask them what they know about the history of movies. Tell them that in the beginning, movies were very different from the movies we watch now. |
Silent cinema(2)
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512 | |||||
| Desarrollo | 00:25 | 3. Project the “Silent cinema (2)” presentation on the board using a projector and go over the slides one by one. Ask some volunteers to read the contents in them. |
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512 | |||||
| Cierre | 00:30 | 4. Once the presentation is over, ask students to tell you the main characteristics of silent films. Write them on the board and complete the list if necessary. 5. Have students copy the elements or characteristics of a silent film in their notebooks and ask them to get in pairs to write a description of each one. |
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512 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify and recognize the main characteristics of silent movies. • Students are able to understand and discuss the elements and main characteristics of a silent film. • Students have enough vocabulary to build complete and meaningful sentences, and describe the elements and characteristics of a silent film. | ||||||||
Compartida por: Denise Salazar
1 voto
| 6680 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | II | Semana | 15c |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Componer diálogos e intervenciones para un cortometraje mudo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa el sentido general y las ideas principales a partir de conocimientos previos y lenguaje no verbal | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Visit the website suggested in the “recursos” section and select one of the silent films in advance. 2. Remind students about the characteristics of silent films and write them down on the board. |
Silent Films
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512 | |||||
| Desarrollo | 00:40 | 3. Tell students they will now watch a classic silent film and show them the film you selected from the “Silent Films” web site on the board, using the projector. 4. Stop the film and check students’ understanding of the story and ask them questions about the film. |
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512 | |||||
| Cierre | 00:15 | 5. Ask students to write a summary of the story in their notebooks, and have them identify the genre of the film, the main characters, etc. 6. Have a group discussion about what students wrote. |
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512 | |||||
| Evaluación | Assess students' oral and written expression levels: • Students are able to identify and recognize the main characteristics of a silent film. • Students are able to understand and discuss a silent film. • Students are able to interpret the general meaning and some details of a silent film. • Students have enough vocabulary to build complete and meaningful sentences to describe a silent film, its main characters and genre. | ||||||||
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