Compartida por: Denise Salazar
2 votos
| 7037 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 20a |
| 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 | 00:05 | 1. Visit the Web site suggested in the “Recursos” section and have it ready to be shown to students on the board using a projector. 2. Tell students that for the following three sessions, they will work in teams and develop a project called “Hangman Game”. 3. Organize students in groups of three or four students. |
How to Write Game Instructions
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| Desarrollo | 00:25 | 4. Ask students if they know how to explain the rules of a game and elicit some of their answers. 5. Show students the article “How to Write Game Instructions” from the suggested Web site on the board by using the projector so all students can see clearly. 6. Have students read paragraphs of the steps mentioned in the article and clarify any vocabulary doubts. 7. Ask students to write down the main ideas in their notebooks. |
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| Cierre | 00:30 | 8. Have students work for the last 30 minutes in class organizing themselves and deciding on how they will write their own rules to play hangman. Walk around and help them if necessary. |
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| Evaluación | Assess students’ oral and written expression levels: • Students are able to communicate with their classmates in a clear and fluent way and decide on how to build a project. • Students are able to agree on a design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences as well as speech to express their ideas. | ||||||||
Compartida por: Denise Salazar
1 voto
| 7038 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 20b |
| 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 | 00:05 | 1. Have both Web sites suggested in the “Recursos” section ready to show to students. 2. Tell students the vocabulary used in their Hangman game project can belong to any category as long as it has the same context and show the following examples. |
Learn English Basics Animal Vocabulary
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| Desarrollo | 00:25 | 3. Show students the “Learning English Basics Animal Vocabulary” list using a projector so all students can see it and go over the list reading the names of all the animals included in it. 4. Once you have reviewed the names of animals with the class, project students the “Hangman – Animals” interactive game. 5 Divide the class into two or three teams, tell students the rules and play the game, have them notice the “hint” for them to guess the name of the animal. Give a point for each correct answer per team. |
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| Cierre | 00:30 | 6. Give students the last 30 minutes in class to continue working on their project. Walk around monitoring their work and help them if necessary. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to work in a collaborative way to play a hangman game. • Students are able to work in a team and agree on a design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences. | ||||||||
Compartida por: Denise Salazar
1 voto
| 7039 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 20c |
| 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 | 00:05 | 1. Download the “Hangman” template suggested in the “Recursos” section and make photocopies in advance for each student. 2. Before students have presented their “Hangman game” to their classmates, have them use the template to help themselves with the design of their game. |
Free Hangman Template
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| Desarrollo | 00:20 | 3. Tell students they will make up two extra words or phrases for them to practice with another classmate how to play hangman. 4. Give away the photocopies of the “Hangman” worksheet and have students work on it. As students are playing hangman with their classmates, walk around monitoring students’ work ask them to tell you the rules of the game, etc. |
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| Cierre | 00:35 | 5. Give students enough time to do their presentation and once they finish with them, ask students to talk about their individual and team experiences with the rest of the class |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to alphabetize words and look for different components in a dictionary. • Students are able to recognize guide words and abbreviations in a bilingual dictionary. • Students have enough vocabulary that allows them to build complete and meaningful sentences, and to understand and answer a questionnaire about dictionary skills. | ||||||||
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