Compartida por: Ignacio de Lucas
0 votos
| 3533 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 30a |
| Tema | Participar en la lectura de narraciones literarias y compartir experiencias propias | ||||||||
| Competencia a desarrollar | Entender cuentos y narraciones y relacionarlos con experiencias personales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica escritura y enunciación del nombre propio y el de varios compañeros | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. T says hello and explains Ss they are going to learn from stories. T asks Ss if they like stories and what kind of stories they prefer. |
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| Desarrollo | 00:30 | 2. T chooses a children’s story that is likely to evoke a variety of feelings in her/his Ss. A variation of the activity could be thatSs watch and listen to an online story, like “Duck Rabbit” (the link is in the “recursos” column). T tells Ss the name of the story and shows the cover and some illustrations. Then T asks Ss: What do you think this story will be about? ThelpsSs to produce basic sentences. It is essential that Ssdevelop their speaking skills and their self-confidence. As the T (or the reader of the online story) reads through the book, she/he asks more simple questions. |
Duck! Rabbit!
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| Cierre | 00:10 | 3. T shows the video “The reading machine 1” to the Ss. T may play this video twice to help the pupils understand the words. The second time, the children must read aloud the words. |
The reading machine
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| Evaluación | Tchecks if Ss understood the story. • T checks up the new vocabulary learning. • T checks the correct pronunciation of the vocabulary words. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3534 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 30b |
| Tema | Participar en la lectura de narraciones literarias y compartir experiencias propias | ||||||||
| Competencia a desarrollar | Entender cuentos y narraciones y relacionarlos con experiencias personales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica escritura y enunciación del nombre propio y el de varios compañeros | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:15 | 1. T welcomes the class and reviews the vocabulary words learned last class. 2. T shows the video “The reading machine 2” to the Ss. T may play this video twice to help the pupils understand the words. The second time the children listen they must read aloud the words. |
The reading machine 2
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| Desarrollo | 00:25 | 3. T gives Ss a sheet with an easy short story with pictures. Treads the story and at the same time Ss look at the pictures.A variation of the activity could be that T reads an online book projected on a screen, like “Bodmin's Adventure” (the link is in the “recursos” column). After that, the Ss take turns to tell the story. T answers some questions about the story and helps Ss to speak, listen, read, and write in English. |
Bodmin’s Adventure
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| Cierre | 00:10 | 3. T and Ss say goodbye with “The Feeling Song”. |
How are you? (Feelings song)
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| Evaluación | T reviews if Ss are able to follow the story while T reads it. • T checks if Ss are able to understand the main idea of the story. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3535 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 30c |
| Tema | Participar en la lectura de narraciones literarias y compartir experiencias propias | ||||||||
| Competencia a desarrollar | Entender cuentos y narraciones y relacionarlos con experiencias personales | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica escritura y enunciación del nombre propio y el de varios compañeros | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. T and Ss say hello with thesong“Hello, How Are You?” T asks Ss some questions for greeting, e.g. How are you? How do you feel today? How are you doing? |
Hello, How are you?
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| Desarrollo | 00:30 | 2. T gives Ss a sheet with an easy short story told with pictures (there is a link to a book with easy storiesin the “recursos” section). T reads the story while the Sslook at the pictures. After that, the Ss take turns to read the story. T answers simple questions about it. T gives Ss some worksheets with exercises about the story (in the book there are worksheets for each story). T and Ss answer the first exercises together. T asks Ssfor any question, after that Ss continue answering the exercises. Exercises in the book include: True of False statement, open questions and multiple choice questions. T checks the answers of the Ss and makes sure they understand the story |
Very Easy True Stories: A Picture-Based First Reader
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| Cierre | 00:10 | 3. T and Ss say goodbye with “The Feeling Song”. |
How are you? (Feelings song)
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| Evaluación | T checks if Ss are able to follow instructions to answer the questions. • T checks if Ss are able to understand whoare the main characters in a story and what is the message of it. | ||||||||
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