Compartida por: Denise Salazar
1 voto
| 8398 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 33a |
| Tema | Producir textos para participar en eventos académicos | ||||||||
| Competencia a desarrollar | Escribir acuerdos y/o desacuerdos sobre un tema de estudio para intervenir en un debate | Duración | 1 hora | ||||||
| Aprendizaje esperado | Enfatiza o matiza acuerdos y/o desacuerdos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Download the worksheet “Sentences with Synonyms” suggested in the “Recursos” section and make photocopies for each student in advance. 2. Remind students about what synonyms are and write the following words on the board: rug, angry, couch, sniff, reply. |
Sentences With Synonyms
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| Desarrollo | 00:35 | 3. Ask students to get their dictionaries for them to look for the synonyms of the words you wrote on the board. 4. Give away the photocopies and ask students to read the words in the box. Clarify any possible doubts. 5. Read the directions aloud and make sure students understand what to do. 6. Organize students in pairs and ask them to use their dictionaries to solve the exercise if they need to. |
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| Cierre | 00:20 | 7. Ask students to exchange their papers with another pair to check their answers. 8. Once students finish, ask some volunteers to read their answers aloud to share them with the rest of their classmates. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to understand and use synonyms of words. • Students are able to replace words in a sentence and use synonyms to substitute them. • Students are able to use their dictionaries to find synonyms of words. • Students have enough vocabulary that allows them to build complete and meaningful sentences. | ||||||||
Compartida por: Denise Salazar
1 voto
| 8399 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 33b |
| Tema | Producir textos para participar en eventos académicos | ||||||||
| Competencia a desarrollar | Escribir acuerdos y/o desacuerdos sobre un tema de estudio para intervenir en un debate | Duración | 1 hora | ||||||
| Aprendizaje esperado | Redacta textos breves que expresan acuerdos y/o desacuerdos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “‘s (Apostrophe, genitive, possessive) – Exercise 2” online exercise suggested in the “Recursos” section, ready to show it to students. 2. Remind students about the possessive forms of nouns and the uses of the apostrophe and write some examples on the board. |
‘s (Apostrophe, genitive, possessive) – Exercise 2
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| Desarrollo | 00:35 | 3. Project the website with the exercise on the board for students to see it clearly. 4. Read the instructions aloud and ask students to copy the exercise in their notebooks. 5. Before students start solving the exercise, solve exercise 1 as an example with the whole group. 6. Give students enough time to work on their exercises individually. 7. Once students finish, ask them to get in pairs and have them compare their answers. |
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| Cierre | 00:20 | 8. Have volunteers read their answers aloud and mark them on the exercise online. 9. Click on the “Check” button to show students the answers and have them correct their mistakes if necessary. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to use the apostrophe to show possessive. • Students are able to select the correct option that shows the correct use of the apostrophe. • Students are able to work in pairs and discuss their answers. • Students have enough vocabulary that allows them to understand sentences and to recognize the correct use of the apostrophe to show possessive. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8400 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 33c |
| Tema | Producir textos para participar en eventos académicos | ||||||||
| Competencia a desarrollar | Escribir acuerdos y/o desacuerdos sobre un tema de estudio para intervenir en un debate | Duración | 1 hora | ||||||
| Aprendizaje esperado | Resuelve dudas y promueve la retroalimentación para editar acuerdos y/o desacuerdos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have “The Punctuation Guide” interactive chart ready on your computer or tablet o show it to students. 2. Remind students about the different types of punctuation marks and the ways to use them. |
The Punctuation Guide
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| Desarrollo | 00:45 | 3. Project the chart on the board using a beam projector for students to see it clearly. 4. Before showing students each of the punctuation marks in detail, ask them to tell you about the punctuation marks they are familiar with and have them tell you some of their uses and functions. 5. There may be more than one punctuation mark which students are not familiar with, focus only on the symbols and its names. 6. Click on the punctuation marks so students can see the information about it and have some volunteers to read the explanation aloud. Do the same with the rest of the punctuation marks. 7. Once you have gone through all the symbols, have students work in teams of three or four and ask them to make a chart where they include all punctuation marks, as well as some of their uses and functions. 8. As students are working on their charts, walk around to monitor their work and help them with spelling, grammar or information if necessary. |
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| Cierre | 00:10 | 9. Once students finish, have them display their works on the classroom walls. |
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| Evaluación | Assess students' reading and oral expression levels: • Students are able to identify different punctuation marks, their uses and their functions. • Students are able to work in a collaborative way to make a chart about punctuation marks. • Students have enough vocabulary that allows them to build complete and meaningful sentences to describe the uses and functions of punctuation marks. | ||||||||
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