Compartida por: Ignacio de Lucas
0 votos
| 3381 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 25a |
| Tema | Escuchar y expresar necesidades prácticas e inmediatas | ||||||||
| Competencia a desarrollar | Reconocer y comprender expresiones para obtener lo que se quiere o necesita por medio de otros | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Utiliza el lenguaje no verbal para reconocer necesidades o peticiones expresadas por otros | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1.T and Ss say hello to each other. T tells Ssthat it’s time to exercise. T projects the video of the "Fitness song" to the pupils and they sing and move. |
Stretching song
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| Desarrollo | 00:35 | Note: Before this session, T must print, laminate and cut out the tiles (32 domino tiles per group of four Ss). A link to the Domino tiles is included in the “recursos” section. 2. T informs the students that theywill play“Domino”. T divides the class into groups of 4 and gives each group a set of 32 tiles. The first player lays down any tile and play continues with each player laying down a tile so that the tile connects an image and its personal pronoun. The game ends as soon as a player has no more tiles left or alternatively when none of the players can play a tile. The winner is the player who has no tiles left or with the less number of tiles. 3. T presents to Ss the object pronouns. T displays the poster. Then, in chorus, the whole class readsthe pronouns. T explains that subject pronounsreplace the subject in a sentence and writes an example on the board: • The boy travels with friends. • He travels with friends. T explains thatobject pronouns replace the object in a sentence and writes an example on the board: • He travels with friends. • He travels with them. T displays the Subject and Object Pronouns poster in order that thestudents could seethe relation between them (the link is in the “recursos” section). T writes some sentences on the board and children write the correct pronouns. |
Subject and object pronouns 
Object pronouns 
Subject pronouns-Domino
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| Cierre | 00:05 | 4. T and Ss say goodbye with the song “See you Later Alligator-Goodbye song for kids |
See you later alligator
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| Evaluación | • T checks if Ss are able to identify the personal pronouns. • T checks if Ss are able to say the personal pronouns by memory. • T checks if Ss are able to identify singular and plural personal pronouns and to use them correctly. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3382 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 25a |
| Tema | Escuchar y expresar necesidades prácticas e inmediatas | ||||||||
| Competencia a desarrollar | No disponible | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Identifica los componentes gráficos y textuales en libros de cuentos | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:10 | 1. T and Ss say hello to each other. T tells Ss that it’s time to exercise.T projects the video of the “Fitness song” to Ss and they sing and move. |
Stretching song
|
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| Desarrollo | 00:35 | 2. Ss will play the "Treasure hunt!" game. T projects the activity in the front of the room and the students solve the exercisesin their notebooks. Alternatively, students can work in pairsusing a computer or a tablet in the media classroom. T and Ss read the instructions on "How to play". T clarifies doubts and answers questions that Ss pose. Sssolve the exercises ofthe three levels. If there is time left, may put more exercisesfor more practices |
Subject pronouns function 
Treasure hunt!
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| Cierre | 00:05 | 3. T and Ss say goodbye with the song “See you Later aAlligator-Goodbye song for kids |
See you later alligator
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| Evaluación | • T checks if Ss are able to identify the subject and object pronouns. •T checks if Ss are able to say the personal (subject and object) pronouns by memory. •T checks if Ss are able to identify singular and plural personal pronouns. | ||||||||
Compartida por: Ignacio de Lucas
1 voto
| 3380 | Planeación Interactiva de educación básica | |||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 25a | |
| Tema | Escuchar y expresar necesidades prácticas e inmediatas | |||||||||
| Competencia a desarrollar | Reconocer y comprender expresiones para obtener lo que se quiere o necesita por medio de otros | Duración | 0 horas, 50 minutos | |||||||
| Aprendizaje esperado | Utiliza el lenguaje no verbal para reconocer necesidades o peticiones expresadas por otros | |||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | ||||||
| Inicio | 00:10 | 1. T and Ss say hello to each other. T tells Ss it is time for stretching. Ss watch thevideo “Fitness song” for the first time and read the instructions. Ss watch the video a second time and T has them do the movements along with her/him. |
Stretching song
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| Desarrollo | 00:30 |
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Subject pronouns 
Personal pronouns (subject) 
Personal pronouns (subject pronouns)
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| Cierre | 00:10 | 3. T and Ss say goodbye with the song “See you later alligator-Goodbye song for kids”. If there is time, T can play the video two or three times in order that the children understand the lyrics. T hand out the lyrics and clarifies any vocabulary words, pronunciations, or terms the group may not already know or understand well. |
See you later alligator
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| Evaluación | • T checks if Ss are able to identify the personal pronouns. • T checks if Ss are able to say the personal pronouns by memory. • T checks if Ss are able to identify singular and plural personal pronouns | |||||||||
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