Compartida por: Ignacio de Lucas
1 voto
| 3386 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 27a |
| 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's time to "wake up" to be ready to learn more and more this day. Ss listen to the song “Wake Up” reading the lyrics. T clarifies any vocabulary words, pronunciations, or terms the group may not already know or understand well. They sing the song. |
Wake up!
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| Desarrollo | 00:35 | Note: Before the class, T should choose a short play and print the script (a copy for each S). There are two links in the “recursos” section where T can find some short plays. 2. T reads the script aloud as a model, calling attention to the pauses, emphasis and inflections. T explains the meanings of difficult words, passages and allusions, using the board freely. After this, T organizes the class in groups (the number of Ss per group depends on the number of characters in the play, including the narrator or narrators). Each group reads the script and makes some rehearsal. Each group passes to the front and represents the play (they can read the script). |
Readers theatre scripts 
Activities from the show
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| Cierre | 00:05 | 3. The whole class votes to find the winner group. Ss must explain why they vote for a particular team. |
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| Evaluación | • T reviews if Ss are able to understand a dialogue and read it with the correct emphasis. • T checks Ss’ skills on reading. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3387 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 27b |
| 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. The whole class sings the song “Wake Up!” |
Wake up!
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| Desarrollo | 00:35 | 2. T explains Ss they are going to learn about the “Simple Present” tense. The Simple Present expresses the idea that an action is repeated or usual. It can also be something a person often forgets or usually does not do. • I play football • He does not playfootball. It can also indicate the speaker believes that a fact was true before, is true now, and will be true in the future: • Cats like milk. • Birds do not like milk. 3. T gives Ssa flashcard about a daily activity. Ss read their flashcards and T checks the correct pronunciation of the verb pictured. Each S must say and write a sentence using the verb in Simple Present. The class checks if it is correct (mainly the use of the verb, but also the spelling and the order of the words). 4. In the media classroom, working in pairs, Ss enter to the page “Games to learn English” and play a basketball game.The link is in the “recursos” section. 5. When they finish, they go to the page “Grammar Exercises-Simple present” and solve the exercise. |
Simple present verbs 
Simple present games 
Daily routines flashcards
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| Cierre | 00:05 | 6. The whole class checks the exercise. |
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| Evaluación | • T checks if Ss are able to use the Simple Present correctly. • T checks the correct spelling and pronunciation of the sentences. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3388 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 27c |
| 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. The whole class sings the song “Wake Up!” |
Wake up!
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| Desarrollo | 00:35 | 2. T explains Sswhat an adverb is and when to use them, and says that there are adverbs of frequency. T shows where the adverbs of frequency are placed in a sentence and gives some examples. To help with the explanation, T mayproject the tables that are in the page “Adverbs of Frequency English Grammar Rules”. 3. T tells Ss they are going to play an interactive game in the media classroom. T divides the class in pairs. On the ESL Games website, T has students open the page for the Hangman-Adverbs of Frequency. T gives Ss the directions. Ss take turns to play the game. T walks aroundthe room and answers any questions students may have. 4. T explains the negative and interrogative forms of Simple Present. 5 As a review Ss watch the video “Present Simple - Daily routines: English Language”. The link is in the “recursos” section. |
Present simple daily routines 
Adverbs of frecuency game 
Adverbs of frecuency
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| Cierre | 00:05 | 6. T and Ss watch and listen to the video-song “Goodbye School”. This song heplsSs to memorize the meaning of some verbs. |
Goodbye!
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| Evaluación | • T checks if Ss are able to memorize the adverbs of frequency and to use them correctly. • T checks the correct spelling and pronunciation of the adverbs of frequency. | ||||||||
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