Compartida por: Sylvia Benítez
2 votos
| 5210 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 7a |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | Direct and indirect speech 1. On the board, write two column headings and label them: Direct (Quoted) Speech and Indirect (Reported) Speech. Leave enough room to write sentences under each heading. Ask the students some simple questions: What sport do you practice? Where do you live? What did you do last weekend? Write the answers under the direct speech column: Mario said “I play soccer”. “I live two blocks from the school”, Regina said. “I saw a movie last Saturday”, Isabel said. Explain that quotation marks are needed because in direct speech we write the exact words that a person has said. That is the reason we also call it quoted speech. |
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| Desarrollo | 00:15 | 2. Ask the students to complete the Indirect Speech column changing the sentences in Direct speech like this : Mario said that he plays soccer. Regina said she lives two blocks from the school. Isabel said that she saw a movie last Saturday. Explain to the students that in the indirect speech, we are reporting what a person has said. |
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| Cierre | 00:20 | 3. Ask the students to take the Garfield's comic strips they made last class. Ask them to change the texts in the balloons into sentences in reported speech. As homework, ask the students to read the suggested material to learn more about punctuation, quotation and grammar in reported speech. |
Reported and quoted speech
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| Evaluación | Assess students’ learning by: • The student answers simple questions in a proper way. • The student identifies direct and indirect speech. • The students can change sentences from one speech to the other. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5211 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 7b |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | Direct and indirect speech grammar 1. Ask the students where they can find direct or quoted speech. Possible answers are: fiction stories, news, conversations when relating a story. Ask the students where they can find reported speech. Possible answers: daily conversations and news stories. Ask them to mark on a newspaper examples of both speeches. They must notice that both, quoted and reported speeches, are used frequently. |
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| Desarrollo | 00:25 | 2. Explain to the students that verbs can change from one form to the other: When you report immediately or in an informal conversation, the verb tenses do not change: Ana said “I study English” changes to Ana said she studies English. In formal reported speech, the tenses go back in time. For example, “study” becomes “studied” and “studied” becomes “had studied.” Show the Verb tense change table included in the pdf file |
Reported and quoted speech
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| Cierre | 00:10 | 3. Print the worksheet and give one to each student. They must observe the comic frames and write appropriate sentences in both, direct and indirect speech for each image. Project the worksheet on a screen and solve some examples. The students solve the rest as homework. They can read the guide to learn more about the topic. |
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| Evaluación | Assess students’ learning by: • The student understands the verb changes in direct and indirect speech. • The student can write sentences in both kinds of speeches. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5212 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 2do grado | Asignatura | Inglés | Bloque | I | Semana | 7c |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura fantástica y describir personajes | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza estrategias para apoyar la comprensión de narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:20 | Planning the final comic strip. The story. 1. Show to the students the proposed material to take ideas to make a work plan for the final comic strip. Ask the groups to choose a story. Ask them to think about the stories they have read and you know like Frankenstein, Dracula, Lord of the Rings and super heroes. Once you get the general idea of the story, write a preliminary title for it. |
How to make a comic strip
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| Desarrollo | 00:30 | 2. Show to the students the Harry Potter page and display the Summary section. It is a summary of the first book of this saga: Harry Potter and the Philosopher's Stone. Each team will take one of the paragraphs and they must: Read it. Search the meaning of the unknown words. Divide the paragraph in sentences that they can represent in one frame of the comic. Number the sentences. |
Harry Potter Summary
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| Cierre | 00:10 | Ask the students to write a ten lines summary of the story they will tell in their comic. It must have three structural elements: beginning, development and end. Ask them to give it to you. Correct the texts and discuss the mistakes with the students. This text is the script of the comic. Ask the students to decide the format of the strip. For example, if the script has 6-8 lines, they can use a two-row strip, with three or four panels in each row. If they will use a comic creator program, make sure that they know how to use it. |
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| Evaluación | Assess students’ learning by: • The student gets the general sense of the comic. • The student can divide a story in parts. • The student can make a summary of a story using simple sentences. The final product of this session is the summary of the story that will be the script for the comic. | ||||||||
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