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Compartida por: Denise Salazar

1 voto

8416 Planeación Interactiva de educación básica
Nivel escolar Secundaria Grado escolar 3er grado Asignatura Inglés Bloque V Semana 39a
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 Elabora indicaciones
Etapas Tiempo sugerido Secuencia didáctica MED Página libro de texto
Inicio 00:05 1. Download the “Future Tense with ’Going To’ – What is Sara going to do?” set of worksheets on your computer or tablet and make photocopies of the most suitable activities that help you cover the main achievements of the unit for each student in advance. 2. Remind students about the use of “Going to” to talk about the future tense and write an example on the board. Future Tense with "Going To" - What is Sara going to do?

Future Tense with "Going To" - What is Sara going to do?

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Desarrollo 00:45 3. Give away the photocopies of the activities you selected to each student and have them organize themselves in small teams. 4. Ask students to solve each of the activities with their teammates. 5. Once students finish answering the exercises, have some volunteers share their answers with the rest of their classmates.

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Cierre 00:10 6. Ask students to pass to the front and write their answers on the board. Discuss their answers as a class.

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Evaluación Assess students' oral expression and listening skills levels: • Students are able to complete exercises using the future with going to. • Students are able to recognize, different future events in a schedule and use the appropriate future forms to talk about them. • Students have enough vocabulary that allows them to build complete and meaningful sentences describing future events.

Compartida por: Denise Salazar

0 votos

8417 Planeación Interactiva de educación básica
Nivel escolar Secundaria Grado escolar 3er grado Asignatura Inglés Bloque V Semana 39b
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. Have the “Will – Negative” online exercise suggested in the “Recursos” section open and ready to show it to students. 2. Remind students about the negative forms of the future. Will - Negative

Will - Negative

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Desarrollo 00:35 3. Project the exercise on the board for all students to see it clearly. 4. Read the instructions aloud and write one or two examples on the board before starting the exercise. 5. Ask students to copy the statements from the exercise in their notebooks and have them change the sentences to the negative form individually. 6. Organize students in pairs and ask them to exchange their notebooks with a classmate to review their work. 7. Then, have some volunteers pass to the front and read their sentences aloud.

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Cierre 00:20 8. Write their answers on the website and click on the “show answers” button at the end of the page to check the answers. Allow students to correct their mistakes if necessary.

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Evaluación Assess students' level in oral and writtenexpression: • Students are able to change future sentences into their negative forms. • Students are able to organize review their classmates’ work and point out mistakes.

Compartida por: Denise Salazar

0 votos

8418 Planeación Interactiva de educación básica
Nivel escolar Secundaria Grado escolar 3er grado Asignatura Inglés Bloque V Semana 39c
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 “Fieldtrip Ideas for Middle and High School Students” article suggested in the “Recursos” section ready to show it to students. 2. Tell students that for the following four sessions, they will work in the development of a project called “Activity Schedule” in which they will have to plan different types of activities they can do during a field trip. 3. Organize students in groups of five or six. Field Trip Ideas for Middle and High School Students

Field Trip Ideas for Middle and High School Students

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Desarrollo 00:25 4. Show students “Fieldtrip Ideas for Middle and High Schools Students” article on the board using the projector for everyone to see it. 5.Read the introduction aloud and make sure students understand what a field trip is. Elicit some ideas to make sure students do. 6. Have some volunteers help you read the list of different places to visit for a field trip and clarify any possible doubt. To make sure students understand what type of location it is being described, ask them to name some examples 7. Write down the new vocabulary words on the board and have students copy them in their notebooks. 8. Have students suggest 3 to 5 locations and then ask them to vote for their favorite one, so they can base their product on it.

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Cierre 00:30 9. Give students the last 30 minutes in class to work on their project. Walk around monitoring their work and help them if necessary.

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Evaluación Assess students' level in oral and written expression: • Students are able to understand, recognize locations to visit on a field trip. • Students are able to work in a collaborative way to decide on a location to visit for a field trip. • Students have enough vocabulary that allows them to build complete and meaningful sentences to give arguments and decide on a location to visit for a field trip.
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