Compartida por: Denise Salazar
0 votos
| 8367 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 40a |
| Tema | Interpretar y expresar indicaciones propias de la vida cotidiana | ||||||||
| Competencia a desarrollar | Dar y entender indicaciones para realizar actividades de la vida cotidiana | Duración | 1 hora | ||||||
| Aprendizaje esperado | Comprende y solicita indicaciones para realizar una actividad | ||||||||
| 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 the “Preposition Interactive Grammar game for ESL – Wheel Game” ready to show to students. |
Preposition Interactive Grammar Game for ESL - Wheel Game
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| Desarrollo | 00:35 | 2. Project the game on the board for everyone to see it and tell students the instructions. 3. Divide the class into five teams, start the game and assign each team a color for them to play. 4. Assign each team a turn to participate and play the game as many times as necessary for students to reinforce the use of prepositions. 5. The winner will be the team with more points and more correct answers. |
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| Cierre | 00:20 | 6. Once the game is over, copy on the board the following prepositions: for, in, to, from, by, at, on, since, with and ask students to write at least 2 sentences using them. Walk around and help them if necessary. |
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| Evaluación | Assess students' level in oral and written expression: • Students are able to use prepositions to complete sentences. • Students are able to work as a team and play a game following rules. • Students have enough vocabulary that allows them to build complete and meaningful sentences using prepositions accurately. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8368 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 40b |
| Tema | Interpretar y expresar indicaciones propias de la vida cotidiana | ||||||||
| Competencia a desarrollar | Dar y entender indicaciones para realizar actividades de la vida cotidiana | Duración | 1 hora | ||||||
| Aprendizaje esperado | Comprende y solicita indicaciones para realizar una actividad | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the “Tom’s Daily Routines” worksheet to your computer or tablet and make photocopies for each student in advance. 2. Discuss with students the different activities they do every day, have them name a few and write them on the board. |
Tom's Daily Routines
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| Desarrollo | 00:35 | 3. Give away the photocopies and tell students to locate daily routine activities in the word search individually. 4. Once they finish, ask students to read silently the paragraph of the second exercise and make sure students understand it. 5. Have students go over the questions one by one and ask them to base their answers in the text they just read. 6. Organize students in pairs and focus their attention on the exercise on page 2. Read the instructions aloud and have students draw and write 6 things about Tom’s day. Walk around to monitor their work and help them if necessary. |
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| Cierre | 00:20 | 7. Once students finish, have them display their drawings on the classroom walls and to talk about their own routines. |
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| Evaluación | Assess students' level in oral and written expression: • Students are able to recognize different activities in a daily routine. • Students are able to work in pairs and agree on a design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences, to talk about daily routines. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8369 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | V | Semana | 40c |
| Tema | Interpretar y expresar indicaciones propias de la vida cotidiana | ||||||||
| Competencia a desarrollar | Dar y entender indicaciones para realizar actividades de la vida cotidiana | Duración | 1 hora | ||||||
| Aprendizaje esperado | Produce indicaciones de manera espontánea | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “British vs. American English (2) (spelling differences)” online lesson suggested in the “Recursos” section ready to show it to students. 2. Tell students the English language has variations just like Spanish and that sometimes they can be confusing unless we learn more about these differences. |
British vs. American English (2) (spelling differences)
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| Desarrollo | 00:35 | 3. Show students the lesson on the board using a beam projector so everyone can see clearly. 4. Read the introduction aloud and clarify any vocabulary doubts if necessary. 5. Ask volunteers to read each of the boxes and have students take notes of some of the examples given. 6. Once the lesson is over, discuss as a group the difficulties they found. |
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| Cierre | 00:20 | 7. Organize students in teams of four and have them make a poster explaining the main differences between British and American English, ask them to include some examples. 8. As students are working on their posters, walk around and monitor their work. 9. Once students finish, have them share their work with the rest of their classmates and ask them to hang their posters on the classroom walls. |
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| Evaluación | Assess students' level in oral and written expression: • Students are able to identify differences between British and American English. • Students are able to read and understand information that explains the most common and general spelling differences between British and American English. • Students are able to summarize the information to make a poster and show the main differences in spelling between British and American English. • Students have enough vocabulary that allows them to build complete and meaningful sentences, and to participate in a presentation. | ||||||||
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