Compartida por: Denise Salazar
1 voto
| 7034 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 19a |
| Tema | Participar en juegos de lenguaje para trabajar aspectos lingüísticos específicos | ||||||||
| Competencia a desarrollar | Participar en juegos de lenguaje para reconocer ritmo, acentuación y entonación de enunciados | Duración | 1 hora | ||||||
| Aprendizaje esperado | Lee y compone enunciados para practicar ritmo, acentuación y entonación | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Scotty’s Castle” worksheet suggested in the “Recursos” section on your computer or tablet and make enough photocopies for each student. 2. Ask students what they know about castles and ask them if they know of any castle in America, in Mexico and in their city or hometown. Discuss their answers as a class. |
Scotty's Castle
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| Desarrollo | 00:40 | 3. Tell students about Scotty’s castle in California and give away the photocopies to each student. 4. Ask students to skim the text in their photocopies and then ask some comprehension questions: Is this fiction or non-fiction? Where is this castle located? Etc. 5. Read the instructions aloud and make sure students understand what to do. Give them enough time to work individually on the activity. |
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| Cierre | 00:15 | 6. Once students finish, ask them to exchange their papers with another classmate to check their answers. 7. Have the exercise corrected in advance, and project it on the board using a beam projector for students to see the answers. 8. If time allows it, have students work in pairs to make a summary of the reading or have them research about other castles in Mexico, their city or hometown. |
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| Evaluación | Assess students' written expression level: • Students are able to identify the uses of capital letters. • Students are able to recognize and express main ideas using capitalization appropriately. • Students have enough vocabulary that allows them to write a short text using correct capitalization. Assess students’ reading comprehension level: • Students are able to understand a simple reading text and to follow directions. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7035 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 19b |
| Tema | Participar en juegos de lenguaje para trabajar aspectos lingüísticos específicos | ||||||||
| Competencia a desarrollar | Participar en juegos de lenguaje para reconocer ritmo, acentuación y entonación de enunciados | Duración | 1 hora | ||||||
| Aprendizaje esperado | Lee y compone enunciados para practicar ritmo, acentuación y entonación | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Have the video “Introduction to Intonation / English Pronunciation Lesson”, ready to use. 2. Talk to students about the different meanings a simple sentence can have depending on the intonation they use and ask them to give you some examples. Tell them that this variation of pitch is used for indicating attitudes, emotions etc. of the speaker. |
Introduction to Intonation / English Pronunciation Lesson
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| Desarrollo | 00:15 | 3. Project the video on the board using the beam projector and play it for students to watch. 4. Pause the video to practice the examples in it as many times as necessary. 5. Once the video is finished, ask students for any doubts they may have and clarify them. |
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| Cierre | 00:35 | 6. Ask students to get in teams of three and have them write 5 sentences each including the correspondent patterns of intonation. Ask them to include exclamatory, interrogative, imperative and declarative sentences. 7. Ask students to exchange their sentences with their teammates and have them practice aloud. 8. Walk around to monitor their work and help them if necessary. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to recognize different intonation patterns. • Students are able to use different intonation patterns and variation of pitch to express attitude and emotion. • Students have enough vocabulary that allows them to build complete and meaningful sentences to practice the intonation patterns. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7036 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 19c |
| Tema | Participar en juegos de lenguaje para trabajar aspectos lingüísticos específicos | ||||||||
| Competencia a desarrollar | Participar en juegos de lenguaje para reconocer ritmo, acentuación y entonación de enunciados | Duración | 1 hora | ||||||
| Aprendizaje esperado | Contrasta acentuación de palabras, aisladas y en enunciados | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Have the article “Syllabication Rules” suggested in the “Recursos” section ready to show it to students. 2. Write on the board the following: coffee / co – ffee / cof – fee / coff – ee; and ask students which they think is the correct way to divide the word in syllables. Make sure students understand what a syllable is. |
Syllabication Rules
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| Desarrollo | 00:35 | 3. Show students the article “Syllabication Rules” using the projector as you explain each one of the different rules and the examples on the board. 4. Ask students to copy the rules in their notebooks and have them use their dictionaries to find words to write as examples. 5. Ask students to write on small index cards their examples, at least two for each rule, and exchange them with another classmate to practice syllabication. |
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| Cierre | 00:15 | 6. Have students work in pairs and make a chart explaining the rules of syllabication using drawings or any other materials for them to understand better. 7. Have them display their charts on the classroom walls. |
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| Evaluación | Assess students’ oral and written expression levels: • Students are able to identify the different rules of syllabication. • Students are able to recognize and divide words according to the syllabication rules. • Students have enough vocabulary that allows them to understand and follow directions to make a chart explaining the syllabication rules. | ||||||||
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