Compartida por: Sylvia Benítez
0 votos
| 5050 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 6a |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura de suspenso y describir estados de ánimo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza diversas estrategias para comprender narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:25 | Activities on emotions: 1. Show the video Feelings and emotions to the students. Have them read aloud, by turns, the subtitles. • Ask the students what does the man do. • What does he do with other people, animals and plants? • What does he get in return? Show the video again and ask the students to say an emotion´s adjective when they see someone feeling that way on the screen. You could also ask them to make sentences, e.g. “The man is feeling disgusted because a nappy flew into his face”. |
Feelings and emotions
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| Desarrollo | 00:25 | 2. The class will play Emotions mimes or sounds game. Make the students write in a card an emotion or mood word taken from the vocabulary they made in the first session of this project. Donʼt forget to include the ones taken from the emoticons. Get all the cards. Play this game by passing a student to the front. He or she must pick up a card and mime the emotion for her/his classmates to guess. For example, a student stomps her/his feet and shows her/his teeth until someone shouts out “angry”. A student may keep her/his hands still and just make noises to show the feeling, e.g. yawning for “tired”, sighing for “bored”, growling for “angry” and groaning for “disappointed”. |
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| Cierre | 00:10 | 3. Have students write stories using as many feelings adjectives as they can and then ask them to blank them out for other students to guess. Ask them to write the story as homework. |
Between the Lions: Brian McKnight & Cleo sing "Homophones" 
To, too, two Hip Hop
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| Evaluación | Assess students’ learning by: • The student can relate attitudes with emotion words and mood expressions. • The students is able to write sentences using feelings and emotion adjectives. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5051 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 6b |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura de suspenso y describir estados de ánimo | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Utiliza diversas estrategias para comprender narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | Grammar topics: Homophones 1. Show the video Homophone Monkey and ask the students to follow the lyrics. Ask the students: • What is a homophone? Write a definition on the board. Show the video again and write a list of the homophones that appear in the lyric. |
Homophone Monkey
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| Desarrollo | 00:25 | 2. Show the Hip Hop song about the homophones to, too and two. Divide the board in three columns and write the meaning and examples of the homophones in the song. 3. Show the video of the song Homophones. Have the students write the complete sentences of the song using these words. |
Between the Lions: Brian McKnight & Cleo sing "Homophones"
To, too, two Hip Hop
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| Cierre | 00:10 | 4. Show the Homophones vocabulary web page. Notice that at the end of the first page there are four links to a complete vocabulary of homophones in alphabetic order. Ask the students to review the complete list and create five sentences with homophones they did not know. |
Homophones vocabulary
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| Evaluación | Assess students’ learning by: • The student understands the concept of homophones. • The student is able to find examples of homophones in texts. • The students is able to make sentences using homophones. | ||||||||
Compartida por: Sylvia Benítez
0 votos
| 5052 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Secundaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | I | Semana | 6c |
| Tema | Leer y comprender diferentes tipos de textos literarios propios de países en los que se habla inglés | ||||||||
| Competencia a desarrollar | Leer literatura de suspenso y describir estados de ánimo | Duración | 1 hora | ||||||
| Aprendizaje esperado | Utiliza diversas estrategias para comprender narraciones | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | Adjectives – Comparatives and superlatives. 1. Brainstorm students about what adjectives are, give some examples and sentences where they can use adjectives. Write some of them on the board. Underline the adjectives. 2. Practice writing sentences using the same adjectives. Write them also. |
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| Desarrollo | 00:35 | 3. Show the video Top 25 Must-Know English Adjectives. (11 minutes long) Make a comparative table on the board. Divide it in three columns to put the adjective, the comparative and the superlative. Ask some students to come to the front to complete the table. |
Top 25 Must-Know English Adjectives
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| Cierre | 00:10 | 4. In the media room, ask the students to solve the Comparative and Superlative Test. You may print the exam and give a copy to each student. Students change computers or sheets to check the answers. The whole class discuss the differences found. Have students correct the mistakes and rewrite the sentences. |
Comparative superlative test
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| Evaluación | Assess students’ learning by: • The student practices the comparatives and superlatives. • The student uses the comparatives and superlatives in a correct way. | ||||||||
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