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Compartida por: Denise Salazar

2 votos

8404 Planeación Interactiva de educación básica
Nivel escolar Secundaria Grado escolar 3er grado Asignatura Inglés Bloque V Semana 35a
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 Detecta y establece conexiones entre una postura personal e información acorde y/o discrepante
Etapas Tiempo sugerido Secuencia didáctica MED Página libro de texto
Inicio 00:05 1. Have the “An Introduction to Sentence Connectors” lesson suggested in the “Recursos” section on your computer or tablet ready to show it to students. 2. Remind students about different ways to connect ideas, words, phrases and clauses, have them tell you some examples and write them on the board. An Introduction to Sentence Connectors

An Introduction to Sentence Connectors

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Desarrollo 00:40 3. Show students the lesson on the board using the projector for everyone to see it clearly. 4. Go over the article and have volunteers read the different sections aloud. Clarify doubts after each example and make sure students understand. 5. Have students copy the tables, with the examples of different types of conjunctions in their notebooks. 6. Organize students in teams and have them write sentences using the different types of conjunctions. Remind them to check grammar and spelling too.

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Cierre 00:15 7. Review students’ work by asking volunteers to share their sentences with the rest of the class. They can pass to the front to write them or just read them aloud.

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Evaluación Assess students' oral expression level: • Students are able to understand the uses and functions of the four types of sentence connectors as well as their different divisions. • Students are able to write sentences using different types of conjunctions. • Students have enough vocabulary that allows them to understand specific concepts and to interpret a text. • Students are able to understand a simple text, summarize content and follow directions.

Compartida por: Denise Salazar

0 votos

8405 Planeación Interactiva de educación básica
Nivel escolar Secundaria Grado escolar 3er grado Asignatura Inglés Bloque V Semana 35b
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 “differences between American and British English” lesson suggested in the “Recursos” section ready to project it to students. 2. Talk to students about the differences they have found between American and British English in the time they have been studying the language. Ask them if they remember something in specific and have them tell you about it. Differences between American and British English

Differences between American and British English

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Desarrollo 00:35 3. Project the lesson on the board using the beam projector for all students to see it clearly. 4. Read the introduction aloud and clarify any possible doubts. 5. Ask some volunteers to read paragraphs and sections of the lesson and have students take notes about it. 6. Once students finish reading the lesson, organize them in teams of five.

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Cierre 00:20 7. Ask students to look in books magazines or on the internet for words or phrases in British and American English that are written differently and make a list. 8. Have students make a British – American English dictionary with the words they found. 9. Once students finish, ask students to share their dictionaries with the rest of the class.

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Evaluación Assess students' oral and written expression levels: • Students are able to understand the differences and similarities between British and American English. • Students are able to use words written in American or British English and understand their meaning. • Students have enough vocabulary that allows them to build complete and meaningful sentences using both variants of the English language.

Compartida por: Denise Salazar

0 votos

8406 Planeación Interactiva de educación básica
Nivel escolar Secundaria Grado escolar 3er grado Asignatura Inglés Bloque V Semana 35c
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 Detecta y establece conexiones entre una postura personal e información acorde y/o discrepante
Etapas Tiempo sugerido Secuencia didáctica MED Página libro de texto
Inicio 00:05 1. Have the “Useful Expressions to Express your Opinion” chart suggested in the “Recursos” section ready to show it to students. 2. Ask students if it is easy or difficult for them to express their opinions using the correct phrase or phrases in English. Discuss their answers as a group. Useful Expressions to Express Your Opinion

Useful Expressions to Express Your Opinion

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Desarrollo 00:45 3. Show students the chart “Useful Expressions to Express your Opinion” on the board using the projector for everyone to see it clearly. 4. Go over each section of the chart and have some volunteers read the different expressions and explain them the differences between them. 5. Have students copy some of the expressions from each section in their notebooks and ask them to make a small chart with them.

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Cierre 00:10 6. Organize students in teams and have them use these expressions in sentences and ask them to write them down. 7. Have students share their work with the rest of the class. 8. Ask students to laminate their charts for future references.

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Evaluación Assess students’ oral and written expression levels: • Students are able to identify different phrases to express their opinions. • Students are able to recognize different phrases to agree, disagree or show a partial agreement when expressing their personal opinions. • Students have enough vocabulary that allows them to make sentences using phrases that express personal opinions.
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