Compartida por: Sylvia Benítez
4 votos
| 5041 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 3a |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Expresar quejas orales sobre un servicio de salud | Duración | 1 hora | ||||||
| Aprendizaje esperado | Establece el motivo o la razón de una queja | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | Connectors 1. Explain to the students that connectors are used to link large groups of words: phrases and sentences. They’re also used to connect paragraphs to give them coherence. 2. Administer the Connectors diagnostic quiz to the class. There are two levels: beginning and intermediate. Decide which one to use, according to the students' level. If there is not a computer for each student, print the quiz. Get the results from the checking tool and determine the issues that must be strengthened. |
Connectors diagnostic quiz
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| Desarrollo | 00:25 | 3. Show to the students the summary of the different kinds of connectors. Each category includes a definition, examples and audio to practice the pronunciation. According to the results of the quiz set the feedback. |
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| Cierre | 00:10 | 4. Ask the students to solve the connector’s worksheet and, when they have finished, they pass their worksheet to other student to check it. Call some students to write the answers on the board and discuss them with the class. |
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| Evaluación | Assess students’ learning by: • The student knows and uses different kind of connectors. • The student can use connectors correctly. • The student is able to join sentences using connectors. | ||||||||
Compartida por: Sylvia Benítez
1 voto
| 5042 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 3b |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Expresar quejas orales sobre un servicio de salud | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Establece el motivo o la razón de una queja | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | Planning the complaint project. 1. Tell the students this session they will resume the Making a complaint project, using what have learned the last sessions. Ask the students to look for the word “complaint” in a dictionary ( A statement that you are unhappy or not satisfied with something. The act of saying or writing that you are unhappy or dissatisfied with something.) 2. Ask them to imagine what they could complaint for in different situations: in a restaurant, in a hotel, in the school, etc. |
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| Desarrollo | 00:15 | 3. The complaint they will do is an oral (or verbal) one. Organized in pairs, they must write a dialogue and present it to the class. Show the videos Health service complaint and Complain for change. They illustrate common situations where people could be unhappy with the services. Give to the students an example like: You think that your doctor or nurse is not listening to you, respecting you or giving you information in a way you can understand. Ask them for other examples. |
Complaint for change. Disability and healthcare. 
Health service complaint
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| Cierre | 00:25 | 4. In pairs, students develop a script for the dialogue scene. Each pair must decide: • The complaint they will represent. • The characters. • Who will play each character. Ask the pairs to write three sentences in future tense about their dialogue and read them to the class, for example: We will present a complaint about a service in a hospital. A boy arrived to the hospital with a broken arm and he needed to wait for three hours to be attended. The dialogue will be between the customer's service manager and the patient's mother. I will be the manager and Claudia will be the mother. The conversation will be at the customer´s service desk. |
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| Evaluación | Assess students’ learning by: • The students make a plan for the project. • They use the simple future tense and connectors properly. • The student participates respectfully at a satisfactory level in all activities. | ||||||||
Compartida por: Sylvia Benítez
1 voto
| 5043 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 3c |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Expresar quejas orales sobre un servicio de salud | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Establece el motivo o la razón de una queja | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | Conditionals 1. Explain to the students that conditionals or 'if clauses' describe the result of something that might happen (in the present or future) or might have happened but didn't (in the past). They are made using different English verb tenses. For example: If I must wait more to be attended, I will complain with the manager. Project the video Conditionals song. Students will follow the words and sing-along. |
Conditionals song
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| Desarrollo | 00:25 | 2. Show to the students the video Four forms of If… sentences. It is very complete and clear. It shows every type of conditional sentences, with examples and common mistakes. Tell the students to take notes to make a summary. 3. When the video ends, ask the students to write the summary with an example of each type of conditional. Examples must be different form the ones showed in the video. |
Four forms of If… sentences
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| Cierre | 00:15 | 4. Divide the board in four columns. A column for each conditional: zero, first, second and third conditional. Call some students, by turns, to come to the front and write a sentence in one of the columns. The class discusses the example. Guide the interchange. |
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| Evaluación | Assess students’ learning by: • The student understands the general sense of the conditionals. • The student makes a summary of the topic. • The student crates proper examples of each kind of conditional. | ||||||||
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