Compartida por: Denise Salazar
1 voto
| 6368 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 13a |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Compartir emociones y reacciones provocadas por un programa de televisión | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Formula y responde preguntas para compartir emociones y reacciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Prepare photocopies of the song “Dancing on my own” by Robyn, suggested in the “recursos” section and find it in YouTube in advance. 2. Start your class by asking students: How do you feel today? Have you ever felt more than one feeling at the same time? When? What happened? |
Robyn - Dancing On My Own 
Dancing On My Own Robyn Lyrics
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| Desarrollo | 00:40 | 3. Tell students they are going to listen to a song. Play the song without showing the lyrics. 4. Once the song is over, ask: How does this song make you feel? Elicit answers 5. Give away the photocopies with the lyrics and ask students to read it in silence, and underline the unfamiliar words. 6. Once they finish, have students write in their notebooks the words they underlined and ask them to look for their meaning in a dictionary. 7. Discuss as a group what the song is about and have them say how the girl in the song really feels. (The song is basically about having your significant other replace you with someone else). |
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| Cierre | 00:05 | 8. Play the song again and encourage students to sing it along. |
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| Evaluación | Assess students' oral expression level: • Students are able to identify and discuss emotional reactions. • Students are able to formulate and answer questions about content and the emotions caused by it. • Students have enough vocabulary that allows them to build complete and meaningful sentences. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6369 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 13b |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Compartir emociones y reacciones provocadas por un programa de televisión | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Formula y responde preguntas para compartir emociones y reacciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Elicit from students some emotions or feelings they know. Show the poster “How Are You Feeling Today?” suggested in the “recursos” section. |
How Are You Feeling Today?
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| Desarrollo | 00:40 | 2. Review each of the moods/emotions in the image and explain each of them. 3. Ask students to copy each of the words in their notebooks along with their meanings or a short explanation in English. Have them use their dictionaries if necessary. 4. Have students create their own version of the poster using the same emotions/moods. |
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| Cierre | 00:05 | 5. Have students show their work to the rest of their classmates and pick the best works to display them on the walls. |
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| Evaluación | Assess students' oral expression level: • Students are able to identify and discuss emotional reactions. • Students are able to formulate and answer questions about content and the emotions caused by it. • Students have enough vocabulary that allows them to build complete and meaningful sentences. | ||||||||
Compartida por: Denise Salazar
0 votos
| 6370 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | II | Semana | 13c |
| Tema | Interpretar y expresar información difundida en diversos medios de comunicación | ||||||||
| Competencia a desarrollar | Compartir emociones y reacciones provocadas por un programa de televisión | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Aclara el significado de algunas palabras | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Make photocopies of the worksheet “Feelings/Emotions Definitions” suggested in the “recursos” section in advance. 2. Give away the photocopies and review the list of feelings. |
Feelings/Emotions Definitions
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| Desarrollo | 00:40 | 2. Have students read each of the statements and complete them using the emotions listed. 3. Ask students to work in pairs to review their work and to come up with three or more different emotions or moods. 4. Have students identify a time when they felt one of these emotions and discuss their answers. 5. Write the following questions on the board: What were you doing? What happened to make you feel that way? How did your voice sound, how did your body move? and have students copy the questions in their notebooks and answer them. |
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| Cierre | 00:05 | 6. Ask some volunteers to share their work with the rest of their classmates. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to identify and discuss emotional reactions. • Students are able to express statements clearly and fluently to express feelings and moods. • Students have enough vocabulary that allows them to build complete and meaningful sentences. | ||||||||
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