Compartida por: Sylvia Benítez
0 votos
| 5044 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 4a |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Expresar quejas orales sobre un servicio de salud | Duración | 1 horas, 5 minutos | ||||||
| Aprendizaje esperado | Establece el motivo o la razón de una queja | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | Conditionals exercises 1. Divide the students into groups of three or four. Make a copy of the game board for every three to four students in the class. Provide a dice and some counters to the groups. Read the rules and give time to play. |
Conditional exercises
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| Desarrollo | 00:25 | 2. Project on a screen or print the Conditional 2 and the Conditional 1 & 2 mixed worksheets. Ask the students to solve the exercises. When they have finished, have the students exchange answers to check them. Write the correct answers on the board and discuss the mistakes the students made. |
Conditional exercises
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| Cierre | 00:15 | 3. Ask the students to solve the last worksheet. The whole class checks the answers and discusses them. Ask some students to come to the front, by turns, and write the correct sentences. Correct the mistakes and answer the doubts. |
Conditional exercises
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| Evaluación | Assess students’ learning by: • The student understands the general sense of the conditionals. • The student makes a summary of the topic. • The student crates proper examples of each kind of conditional. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5045 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 4b |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Expresar quejas orales sobre un servicio de salud | Duración | 1 hora | ||||||
| Aprendizaje esperado | Establece el motivo o la razón de una queja | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | Writing the dialogues 1. The pairs write the dialogues for the final product of the project. Ask them to follow their plan. Tell them to make sure that their dialogue has the following parts: • Title • Beginning: A statement expressing about what she/he is complaining about. • Development: A discussion about the possible solutions. • End: A positive or negative resolution of the complaint. |
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| Desarrollo | 00:25 | 2. Ask the students to make the first draft. The groups read it to the class, by turns. 3. Make a review of the main topics the class have seen in the last weeks: Connectors Conditionals Simple verb tenses Guide a class discussion about the different dialogues. The groups correct their mistakes. |
Conditional exercises
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| Cierre | 00:10 | 4. Ask the students to remember the correct punctuation for a dialogue: The name of the character before what she/he says, quoting what she/he says. If they need to follow a piece of spoken language with a period, they must replace the period with a comma inside the quotation marks and finish the sentence with a period after the description. E.g.: “Hey, watch where youʼre going,” he shouted. If the spoken language serves as a complete sentence, the students need to put the period inside the quotation marks. E.g.: “Hey, watch where youʼre going.” The rude woman didn’t even look back. 5. The pairs write their dialogue and read it to rehearse the pronunciation, the pauses, the emphasis, and the inflexions of voice. Plan the presentation: costumes, characters, effects, etc. The students write the final version. |
Conditional exercises
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| Evaluación | Assess students’ learning by: • The dialogue has all the elements of the basic structure. • The text uses the learned grammar and punctuation resources. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5046 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 4c |
| Tema | Comprender y expresar información sobre bienes y servicios | ||||||||
| Competencia a desarrollar | Expresar quejas orales sobre un servicio de salud | Duración | 1 hora | ||||||
| Aprendizaje esperado | Establece el motivo o la razón de una queja | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | Dialogues presentation 1. Organize the order in which the pairs will present their dialogues. Number the pairs and write the program in the board (write the title of each dialogue). |
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| Desarrollo | 00:35 | 2. The pairs pass to the front to present by memory or to read their dialogues. You can videotape the performances to review them later. |
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| Cierre | 00:10 | 3. Ask the student make a self-evaluation in pairs: • We wrote a clear dialogue, the class understood the complaint and its solution. • We used the grammar resources learned in the last sessions. • Our dialogue has a correct structure. Answer yes/no and assess your own work. |
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| Evaluación | Assess students’ learning by: • The student understands the general sense of the dialogue. • The students write the script including the learned topics. • Use the rubric to evaluate the presentation: http://www.redmagisterial.com/med/10430-rubric-to-assess-an-oral-presentation/ | ||||||||
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