Compartida por: Ignacio de Lucas
0 votos
| 3536 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 31a |
| 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, 45 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 | 00:05 | 1. T greets the Ss and tells them that they are going to sing“Hello, How Are You?” |
Hello, How are you?
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| Desarrollo | 00:30 | 2. T sits the Ss in a circle and slowly reads a story. The story must be simple, with short sentences. (In the “recursos” section, there is a link toa site that has three classical fairy tales with a picture dictionary and worksheets. T can print the story, the worksheets and the picture dictionary. T must cut out each picture box of the pictionary.) T gives a set of cards to each S. Treads the words aloud with the whole class and after that, has individual Ss read the words. T reads the story again. T asks the Ss to make some questions about the story. After a few minutes of questions and answers the T writes down the main sentences of the story on the board. |
Fairy Tales (Comprehension worksheets and exercises for kids)
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| Cierre | 00:10 | 3. To close activities, the T will present a game in order to reinforce the vocabulary viewed in class. T says a word and the Ss raise the correct response picture and repeat the word. Sswho raise a wrong picture may leave the circle and finally the T will have a winner. |
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| Evaluación | T checks how much the Ss know about books and stories. • T checks up the new vocabulary learning. • T checks the correct pronunciation of the vocabulary words. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3537 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 31b |
| 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 greets the Ss and tells them they will continue working with the story. The Ss sing a song of greeting |
Hello, How are you?
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| Desarrollo | 00:25 | 2. T asks the Ss if they remember the name of the story from last class. T asks the Ss some simple questions (Speaking very slowly, gesticulating and explaining the words children don't understand): ”Did you like the story?” “Were there any parts that you did not enjoy?” “Who is the main character?” “Where does the story take place?” “Who is the villain?” “When does the story take place?” “Who is the best friend of the main character?” And any other questions the T can think of. T should not expect that Ss answer with complex sentences, and must help the man answer the questions in English. T gives one of the worksheets to the Ss and lets them resolve the “Vocabulary task”. |
Fairy Tales (Comprehension worksheets and exercises for kids)
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| Cierre | 00:15 | 3. To finish the session, T divides the class into 2 teams. One S comes to the front of the class and acts out the picture card the T shows to her/him. The first S to shout out the correct word wins a point for her/his team. |
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| Evaluación | T checks how much Ss know about books. • T checks up the new vocabulary learning. • T checks the correct pronunciation of the vocabulary words. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3538 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 1er grado | Asignatura | Inglés | Bloque | IV | Semana | 31c |
| 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 | 00:05 | 1. T greets the Ss and asks them if they would like to make a story. |
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| Desarrollo | 00:40 | 2. T hands out copies of the “The Three Little Pigs” sequencing sheets. T gives copies of the main vocabulary words related to this story to the children. T presents and explains new words. T reads the words aloud (clear and slowly). T reads the words aloud with the whole class, and after that T has individual Ss read the words. T asks Ss to write very simple sentences that go with each picture. Ss cut out the cards with the help of the T. Then T tells the Ss to place their pictures in order. T moves around the class and helps the Ss |
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| Cierre | 00:05 | 3. T asks some Ss to read their story in front of the class. T says goodbye. |
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| Evaluación | T checks how much Ss know about stories and books. • T checks up the new vocabulary learning. • T checks the correct pronunciation of the vocabulary words. | ||||||||
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