Compartida por: Sylvia Benítez
0 votos
| 5201 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 4a |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Ofrecer y comprender sugerencias para adquirir o vender un producto | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa el sentido general y las ideas principales a partir de expresiones orales conocidas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | Adverbs of degree. 1. Brainstorm the students about the use of the adverbs of degree (those that tell us about the intensity or degree of an action) like too, very, enough, almost. 2. Project the proposed material to review the different uses of these adverbs and to practice with some examples of each one. 3. Show the very/too video to know the difference between these adverbs. Answer the questions of the students. |
Very/too/enough 
Adverbs of degree
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| Desarrollo | 00:35 | 4. Organize the students in pairs, and ask them to copy or print the fill - in - the - blanks test included in the proposed material. Ask them to solve it by choosing between very, too or enough to complete the phrases. Call some students to the front to the phrases of the exercise. Ask the students to check the answers by clicking the Check my test button. |
Very/too/enough
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| Cierre | 00:10 | 5. Discuss the activity with the class. Ask the students to copy the Enough-Too-Very table included in the web page and to change the examples for other they choose. Ask them to send it to you. The students must gather the materials for the catalogue. |
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| Evaluación | The test itself is the tool to assess the comprehension of this subject, but the teacher can also evaluate the examples made by the students to illustrate these adverbs. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5202 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 4b |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Ofrecer y comprender sugerencias para adquirir o vender un producto | Duración | 1 hora | ||||||
| Aprendizaje esperado | Anticipa el sentido general y las ideas principales a partir de expresiones orales conocidas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | Making the catalogue 1. All the groups check the materials: cardboard, colors, markers, images, stickers, pencils, pens, etc. Show to the students the toy´s catalogues included in the web page to get ideas. 2. Ask the students to make the catalogue or booklet according to the design previously agreed (just 4 products). They must let in blank the spaces for the texts describing the products. |
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| Desarrollo | 00:25 | 3. The groups write a description of each product and a phrase that emphasizes the benefits of purchasing it. Ask them to show the texts to you to check them. |
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| Cierre | 00:10 | 4. The students correct their texts and write it on the correct spaces. Each team reads the and agrees who will present each product the next session. |
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| Evaluación | Assess students’ learning by: • The student writes the ideas in order. • The sentences are clear and complete. • The students participates with respect in the review of the works. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5203 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 4c |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Ofrecer y comprender sugerencias para adquirir o vender un producto | Duración | 1 horas, 5 minutos | ||||||
| Aprendizaje esperado | Anticipa el sentido general y las ideas principales a partir de expresiones orales conocidas | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:40 | Presenting the catalogue 1. Each group presents their catalogue to the class and reads the texts in it. Each member of the team presents one product, shows the correspondent image to the class and then reads the description, specifications, items included, price and details. |
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| Desarrollo | 00:15 | 2. Discuss with the class about the main language elements used in this activity: Did they use adjectives to describe the products in their catalogue? Which ones? Did they use comparatives to show the benefits of their product (for example: this skateboard is made to give greater flexibility) Did they use adverbs of degree like very, too or enough? |
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| Cierre | 00:10 | 3. Ask the class some questions about this project, like: Which catalogue was the best? What was the best product? Which one would you buy? What was the best part of the project? |
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| Evaluación | Assess students’ learning by: • The student understands the general sense of buying and selling expressions. • The student follows the meaning of words from context. • The student expresses her/his ideas correctly and clearly. | ||||||||
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