Compartida por: Ignacio de Lucas
0 votos
| 3392 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 29a |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer cuentos breves infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | 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 asks the Ss if they know about King Arthur. Ss say what they know. They also discuss about the difference between myths, legends and history. |
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| Desarrollo | 00:30 | 2.T reads aloud “King’s Arthur childhood” to the Ss. T and Ss comment about the Britain Islands, the Britons, the Saxons, Arthur and Merlin (there is some information about Saxons and Britons in the “King Arthur’s Childhood” sheet). 3. T hands out a copy of“King’s Arthur childhood” worksheet to the Ss and asks some of them to read it aloud. T clarifies the meaning of the words the group may not already know or understand well. T checks the pronunciation and corrects the mistakes if it is necessary. 4. After the reading, T asks: • What it is about? • Who are the characters? • Where are the story settings? • What are the feelings it evokes? 5.T asks some Ss to retell the story so she/he has an accurate assessment of their reading comprehension. |
King Arthur´s childhood worksheet 
King´s Arthur childhood
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| Cierre | 00:10 | 6. Ss watch the video “King Arthur: Uniting the Nation (Lego stop motion university project)” up to the minute 1.47. T lets Ss listen to the video once and clarifies any vocabulary words, or terms the group may not already know or understand well. |
King Arthur: Uniting the Nation
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| Evaluación | • T checks if Ss have understood the story • T checks if Ss understand and are able to use the transition words. • T checks the correct pronunciation of the words and the correct spelling. • T checks if Ssknow some traditions of different English speaking countries. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3393 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 29b |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer cuentos breves infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | 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 gives the Ss copies of “Arthur became King (King Arthur 1, 2 and 3. The text is in the “recursos section”. T reads aloud the three first paragraphs. The whole class comment aboutlocal British kings, Arthur, the sword in the stone and St. Paul’s Cathedral in London. |
Arthur became King
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| Desarrollo | 00:35 | 2. T asks the Ss if they think that this is a fiction or nonfiction story. Ss must explain their answers. T asks to the Ss: Which part do you think is fiction? Which part is nonfiction? How do you know? T let the Ss discuss about it and the whole class arrives to a conclusion. 3. T explains that the action in the story of King Arthur takes place in the past. T explains that the Simple Past tense is used to talk about a completed action in a time before now. Duration is not important. The time of the action can be in the recent past or the distant past.T displays the poster about the Simple Past tense (the link is in the “recursos” section) and explains to the Ss how to form and use it. T gives some examplesin positive, negative and interrogative forms. T asks Ss to give some sentences in Simple Past. 4. T gives the worksheet (link in the “recursos” section)and lets Ss solve it (individually or in pairs). When they have finished, the whole class checks the exercise and some Ss write the sentences on the board. |
Past tense worksheet 
Simple past poster
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| Cierre | 00:05 | 5.T asks the Ss to finish reading the story about King Arthur at home and T and Ss say goodbye to each other. |
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| Evaluación | • T checks if Ssunderstand the story. • T checks if Ss are able to use de Simple Past. • T checks if Ss are interested in the story they are reading. | ||||||||
Compartida por: Ignacio de Lucas
0 votos
| 3394 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 3er grado | Asignatura | Inglés | Bloque | IV | Semana | 29c |
| Tema | Leer textos narrativos y reconocer expresiones culturales propias de los países en que se habla lengua inglesa | ||||||||
| Competencia a desarrollar | Leer cuentos breves infantiles y apreciar expresiones culturales propias de los países en que se habla lengua inglesa | 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 asks the Ss about their reading. What they liked and disliked about the story and if they have seen any movie, cartoon or television program about it. Ss correct the language mistakes if it is necessary. |
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| Desarrollo | 00:35 | 2. T explains the Ss that a relative pronoun is a pronoun that introduces a relative clause. It is called a "relative" pronoun because it "relates" to the word that its relative clause modifies. The most common relative pronouns are: who, whom, whose, which, that. • Who (subject) and whom (object) are generally only for people. • Whoseis used to show possession. •Which is for things. •That can be used for things and people only in defining relative clauses (clauses that are essential to the sentence and do not simply add extra information). T writes on the board some examples: • This is the man who helped me. • This is the man that helped me. (This option is less formal) • Do you know the girl who started in grade 7 last week? • Can I have the pencil that I gave you this morning? • The girl whose dress was torn has gone home. • This is the girl to whom I want to speak. •The science fair, which lasted all day, ended at 8 PM. T selects a few Ss to write some sentences with relative pronouns on the board. 3. Ss go to the media classroom and, working in pairs, solve the first interactive activity (the link is in the “recursos” section). After a block of three questions, the two children change roles. 4. When all the pairs have finished, they go to the second activity. After a block of three questions, the two children change roles. |
Relative pronouns 
Relative pronouns exercise
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| Cierre | 00:05 | 5.The whole class checks the activity. T and Ss say goodbye to each other. |
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| Evaluación | • T checks if Ss understand the relative pronouns. • T checks are able to use the relative pronouns. • T checks if Ss are able to work in pairs. | ||||||||
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