Compartida por: Denise Salazar
0 votos
| 7046 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 23a |
| Tema | Leer y reescribir textos de divulgación propios de un área de estudio | ||||||||
| Competencia a desarrollar | Reescribir información para explicar el funcionamiento de una máquina o un aparato | Duración | 1 hora | ||||||
| Aprendizaje esperado | Reescribe enunciados para redactar explicaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Infinitive” worksheet suggested in the “Recursos” section and make photocopies for each student in advance. |
Infinitive Worksheet
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| Desarrollo | 00:35 | 2. Review the infinitive form of verbs and ask students to tell you some examples. 3. Give away the photocopies to each student and read the instructions and the example. 4. Have students answer the worksheet individually and once they finish, have them exchange their papers with a classmate. |
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| Cierre | 00:20 | 5. Ask some volunteers to pass to the front and write down their answers on the board. 6. Ask students to mark the incorrect sentences and once they finish have students correct their mistakes. |
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| Evaluación | Assess students' oral expression and listening skills levels: • Students are able to rewrite sentences using the infinitive. • Students are able to understand the uses of the infinitive form of verbs. • Students have enough vocabulary that allows them to build complete and meaningful sentences using the infinitive form of verbs. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7047 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 23b |
| Tema | Leer y reescribir textos de divulgación propios de un área de estudio | ||||||||
| Competencia a desarrollar | Reescribir información para explicar el funcionamiento de una máquina o un aparato | Duración | 1 hora | ||||||
| Aprendizaje esperado | Reescribe enunciados para redactar explicaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Phrasal “Verbs” worksheet suggested in the “Recursos” section and make photocopies for each student in advance. |
Phrasal Verbs elementary Worksheet
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| Desarrollo | 00:35 | 2. Remind students about phrasal verbs, tell them they are verbs that usually contain two words (verb+adverb or verb+preposition) and write some examples on the board: sit down, break down, call back, etc. see if students know more and add them to the list. 3. Give away the photocopies of the worksheet and ask them to answer it individually. |
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| Cierre | 00:20 | 4. Have students exchange their worksheets once they have finished, and ask some volunteers to read aloud their answers. 5. Write the answers on the board for students to make the necessary corrections on their classmates’ worksheet. |
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| Evaluación | Assess students' level in oral and writing expression: • Students are able to understand and recognize different phrasal verbs and use them appropriately. • Students have enough vocabulary that allows them to complete sentences with a correct phrasal verb. | ||||||||
Compartida por: Denise Salazar
0 votos
| 7048 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | III | Semana | 23c |
| Tema | Leer y reescribir textos de divulgación propios de un área de estudio | ||||||||
| Competencia a desarrollar | Reescribir información para explicar el funcionamiento de una máquina o un aparato | Duración | 1 hora | ||||||
| Aprendizaje esperado | Reescribe enunciados para redactar explicaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Punctuation PowerPoint” presentation suggested in the “Recursos” section to your computer or tablet and have it ready to show to students. Since the presentation contains a “Practice” section that includes the answers to the exercises, it is advisable not to show the presentation directly from the site. 2. Tell students about the different types of punctuation marks there are and have them name some of them. |
Punctuation PowerPoint
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| Desarrollo | 00:30 | 3. Show students the “Punctuation PowerPoint” presentation on the board using the projector for everyone to see it. 4. Have some volunteers read the different slides and clarify any doubts or questions if necessary. |
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| Cierre | 00:25 | 5. Ask students to copy the sentences in the “Practice” section in their notebooks and have them place the correct punctuation mark to each sentence. 6. Review the exercise as a class by showing the answers from the slides in the presentation. |
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| Evaluación | Assess students' level in oral and writing expression: • Students are able to recognize and explain different types of radio station formats. • Students able to make a poster with different types of radio station formats. • Students have enough vocabulary that allows them to build complete and meaningful sentences to explain different types of radio station formats. | ||||||||
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