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Compartida por: Denise Salazar

0 votos

8413 Planeación Interactiva de educación básica
Nivel escolar Secundaria Grado escolar 3er grado Asignatura Inglés Bloque V Semana 38a
Tema Interpretar y expresar indicaciones propias de la vida cotidiana
Competencia a desarrollar Interpretar y ofrecer indicaciones para planear un paseo Duración 1 hora
Aprendizaje esperado Reformula indicaciones para confirmar comprensión
Etapas Tiempo sugerido Secuencia didáctica MED Página libro de texto
Inicio 00:05 1. Visit the Web site suggested in the “Recursos” section and have the “Modal final Test” ready to show it to students. 2. Remind students about the uses and functions of modal verbs and have them give you some examples. Modal Final Test

Modal Final Test

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Desarrollo 00:35 3. Show students the exercise “Modal final Test” on the board using the projector for everyone to see it clearly. 4. Read the instructions aloud and make sure students understand what to do. 5. Ask students to copy the exercise in their notebooks and give them some time to solve it individually. 6. Once students finish, ask them to work in pairs to review their answers. 7. Ask some volunteers to read their answers aloud and mark them on the website.

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Cierre 00:20 8. Click the “check” button at the end of the exercise and have students review and correct their work. Allow them to correct their mistakes if necessary.

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Evaluación Assess students' level in oral and written expression: • Students are able to identify and use the modal verbs. • Students are able to correct and rewrite statements using the modal verbs. • Students have enough vocabulary that allows them to build complete and meaningful sentences using the modal verbs accurately.

Compartida por: Denise Salazar

0 votos

8414 Planeación Interactiva de educación básica
Nivel escolar Secundaria Grado escolar 3er grado Asignatura Inglés Bloque V Semana 38b
Tema Interpretar y expresar indicaciones propias de la vida cotidiana
Competencia a desarrollar Interpretar y ofrecer indicaciones para planear un paseo Duración 1 hora
Aprendizaje esperado Ofrece explicaciones para aclarar indicaciones
Etapas Tiempo sugerido Secuencia didáctica MED Página libro de texto
Inicio 00:05 1. Have the “What’s the difference? ‘Will’ and ‘be going to’” lesson suggested in the “Recursos” section ready to show it to students. 2. Remind students about different ways to express the future tense and have them give you some examples to write them on the board. What’s the difference? ‘Will’ and ‘be going to’

What’s the difference? ‘Will’ and ‘be going to’

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Desarrollo 00:35 3. Show students the lesson on the board so everyone can see it clearly. 4. Focus students' attention on the chart and have volunteers read the contents of each of the columns aloud. 5. Clarify any possible doubts as students read about the uses of both future forms and have them give you some extra examples to check students’ comprehension. 6. Continue reading the following sections and once the lesson is over, ask students to form small teams.

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Cierre 00:20 7. Give students enough time to write at least 5 examples of each form of the future and their uses in their notebooks. Walk around to monitor their work and to help them if necessary. 8. Once students finish, have them exchange their work with another team to check and correct their work. 9. Have some volunteers share their sentences with the rest of the class.

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Evaluación Assess students' level in oral and written expression: • Students are able to identify and use the simple future with will and going to. • Students are able to write statements using will and going to. • Students are able to recognize and differentiate the functions and uses of will and of going to. • Students have enough vocabulary that allows them to build complete and meaningful sentences using the future tense implying different intentions.

Compartida por: Denise Salazar

0 votos

8415 Planeación Interactiva de educación básica
Nivel escolar Secundaria Grado escolar 3er grado Asignatura Inglés Bloque V Semana 38c
Tema Interpretar y expresar indicaciones propias de la vida cotidiana
Competencia a desarrollar Interpretar y ofrecer indicaciones para planear un paseo Duración 1 hora
Aprendizaje esperado Ofrece explicaciones para aclarar indicaciones
Etapas Tiempo sugerido Secuencia didáctica MED Página libro de texto
Inicio 00:05 1. Download the “Simple Future Story 1” set of worksheets to your computer or tablet, print them and make photocopies for each student in advance only of pages 1 to 4. 2. Tell students to give you some examples on the uses and functions of the future tense and write their examples on the board. Simple Future Story 1

Simple Future Story 1

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Desarrollo 00:35 3. Organize students in pairs or trios for them to work on the activities. 4. Give away the set of activities, one per team, and before students start working on them explain all these exercises are related to the uses of future tense. 5.Give students enough time to solve one by one the activities. 6. Review students’ work after they have finished all of the pages by asking volunteers to read their answers aloud.

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Cierre 00:20 7. Once students have reviewed their answers and shared them with the rest of the class. Discuss their mistakes as a group.

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Evaluación Assess students' writing and oral expression levels: • Students are able to read a simple text in the future tense and answer questions about it. • Students are able to work in a collaborative way using English to answer different types of exercises that refer to the future tense. • Students are able to explain the uses and functions of the future tense and to review, correct and compare their work with that of their classmates. • Students have enough vocabulary that allows them to understand complete and meaningful sentences in the future tense.
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