Compartida por: Denise Salazar
0 votos
| 8407 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 36a |
| 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 | 00:10 | 1. Have the “What is a Debate” article suggested in the “Recursos” section ready to show it to students. 2. Tell students that for the following three sessions, they will work in teams and prepare for this unit’s project: “Debate”. 3. Organize students in groups to prepare for their project. |
What Is a Debate?
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| Desarrollo | 00:25 | 4. Ask students if they know what a debate is and have them give you some examples. Ask them if they have ever participated in a debate before and have some students tell you some of their experiences. 5. Show students the article on the board using the projector so all students can see clearly. 6. Read the introduction aloud and make sure they understand it, clarify any doubts if necessary. 7. Ask some volunteers to read aloud paragraphs of the article and ask the rest of the students to take notes. |
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| Cierre | 00:25 | 8. Have students work for the last 25 minutes in class organizing themselves and comparing their notes and complementing them. Walk around and help them if necessary. |
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| Evaluación | Assess students’ oral and written expression levels: • Students are able to communicate with their classmates in a clear and fluent way and share their notes. • Students are able to agree on a design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences and speech. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8408 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 36b |
| 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 article “Interesting Debate Topics: Social, Cultural, and Beyond” suggested in the “Recursos” section ready to show it to students 2. Tell students that in order to have their debate, it is important to choose a topic that suits their interests but that it is also important that this debate offers a benefit for them or their classmates. |
Interesting Debate Topics: Social, Cultural and Beyond
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| Desarrollo | 00:25 | 3. Project the article on the board for all students to see it clearly. 4. Read the introduction and clarify any vocabulary doubts if necessary. 5. Tell students the list of topics you will show them is only a guide and go over the list reading each of them. 6. Ask students to come up with a topic they want to discuss in the debate and if they don’t know any, have them vote for one of the topics in the list you showed them and choose one. 7. Once students have chosen a topic, ask them to do some research to develop it and so they are able to prepare their posture in the debate. |
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| Cierre | 00:30 | 8. Give students the last 30 minutes in class to continue working on their research. Walk around monitoring their work and help them if necessary. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to work in a collaborative way to do some research about a specific topic. • Students are able to work in a team and agree on a design to present their work. • Students have enough vocabulary that allows them to build complete and meaningful sentences. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8409 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 36c |
| 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. Download the “Debate Rubric” suggested in the “Recursos” section and make as many photocopies as you need to assess students’ participation on the debate. |
Debate Rubric
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| Desarrollo | 00:35 | 2.Before students present their projects and participate in the debate, show them the rubric you will use to assess their work. 3. Project the file on the board for students to see it and have some volunteers read each of the aspects to be assessed during the debate so they know what they are expected to do and clarify any doubts. 4. Use the rubric to assess students’ performance as they are taking part in the debate. |
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| Cierre | 00:20 | 5. Once students have finished the “Debate” and reach to some conclusions, have them share their individual and team experiences with the rest of the class. |
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| Evaluación | Assess students' oral and written expression levels: • Students are able to select a topic of interest, read texts from different sources and take a personal stance regarding the information. • Students are able to present their agreements or disagreements in a debate using appropriate phrases to express their opinions. • Students are able to work in a collaborative way to complete a project. • Students have enough vocabulary that allows them to build complete and meaningful sentences and to participate in a debate. | ||||||||
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