Compartida por: Denise Salazar
1 voto
| 8419 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 40a |
| 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 | Juzga la pertinencia de seguir o no las indicaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Have the “How to Plan a Class Field Trip” article suggested in the “Recursos” section ready to show it to students. 2. Have students get together with their teams before you start this lesson. |
How to Plan a Class Field Trip
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528 | |||||
| Desarrollo | 00:20 | 3. Tell students a field trip needs to be plan ahead, so they are prepared for any eventuality. 4. Project the article on the board using the beam projector for everyone to see it clearly. 5. Ask some volunteers to read each of the steps and use the illustrations to help students understand the content if necessary. 6. Go over the steps little by little and have students take notes to later discuss them with their teammates. 7. Once students finish reading the article, discuss the steps in it and have them tell you other suggestions they may have when planning a field trip. 8. Ask students to work with their teammates to discuss their notes. |
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528 | |||||
| Cierre | 00:30 | 9. Have students work for the last 30 minutes in class organizing themselves and deciding on how they will complete their work for the project. Walk around and help them if necessary. |
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528 | |||||
| Evaluación | Assess students' level in oral and written expression: • Students are able to communicate with their classmates in a clear and fluent way and decide on how to build a project. • Students are able to understand the necessary steps to plan a class field trip. • Students are able to recognize different situations and use the appropriate structures to express their opinions. • Students have enough vocabulary that allows them to build complete and meaningful sentences and to express their opinions to build a project. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8420 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 40b |
| 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 | Ajusta volumen, entonación y tono para enfatizar o matizar indicaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | 1. Have the “Field Trip Planner” suggested in the “Recursos” section ready to show it to students. 2. Tell students that they are going to see an example of a field trip planner. Discuss with them the advantages and disadvantages of having a planner. |
Field Trip Planner
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528 | |||||
| Desarrollo | 00:25 | 3. Show students the “Field Trip Planner” on the board for students to see it clearly. 4. Tell students this planner is only an example and can be a suggestion for them to make their own planner. 5. Show students each part and section of this planner and explain it to students. 6. Discuss with students the relevance or not of the items included in this sample and have them take notes if necessary. 7. Allow students to copy some of the items included in the planner you showed them only as a reference. |
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528 | |||||
| Cierre | 00:30 | 8. Give students the last 30 minutes in class to continue working on their project. Walk around monitoring their work and help them if necessary. |
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528 | |||||
| Evaluación | Assess students' level in oral and written expression: • Students are able to recognize the useful tools to plan their field trip. • Students are able to organize and support their ideas. • 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, and to consider the different aspects to include in a planner. | ||||||||
Compartida por: Denise Salazar
0 votos
| 8421 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | V | Semana | 40c |
| 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 | Juzga la pertinencia de seguir o no las indicaciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. Have the “Field Trip Rules” video suggested in the “Recursos” section ready to show it to students. |
Field Trip Rules
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528 | |||||
| Desarrollo | 00:35 | 2. Before students present their projects, show them video on the board using a beam projector for everyone to see clearly. 3. Play the video and have students pay close attention to the rules and recommendations shown in it. 4. Ask students to take notes of some rules and recommendations presented in the video. 5. Once the video is over, clarify any doubts if necessary and organize a group discussion about the advantages or disadvantages of having rules when they go on a field trip. 6. Ask students to come up with some rules to follow when going on a field trip and have students copy them in their notebooks. 7. Ask students to include these rules in their final project. |
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528 | |||||
| Cierre | 00:15 | 8. Once students have finished, with their presentations, have them share their personal and team experiences with the rest of the class. |
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528 | |||||
| Evaluación | Assess students' level in oral and written expression: • Students are able to select a destination to go on a field trip and organize activities to do there following a schedule. • Students are able to organize their ideas as well as to summarize them. • 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, to write instructions and to participate in the creation and edition of an activity schedule. | ||||||||
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