Compartida por: Diana Schreckenberger
0 votos
| 2841 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 31a |
| Tema | Leer para conocer y comparar diversos aspectos propios y de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Interpretar relatos históricos para comparar aspectos culturales de México y de países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce tema, propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. Tell Ss today we are going to start with an exercise to review expressions with “how long” |
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| Desarrollo | 00:40 | Present the computer exercise. Link in the Recursos column. T, use this exercise to practice with sentences related to the lessons you’ve reviewed so far. 10’ T, continue with the five study points left from the last session. 20’ Add to the study points two more websites: Wiki Maori influence in New Zealand English Wiki List of Spanish words of Nahuatl origin. T, talk about the similitude between the two cultures. 10’ |
Wiki List of Spanish words of Nahuatl origin. 
Wiki Maori influence in New Zealand English 
Present Perfect exercises with how long
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| Cierre | 00:05 | T, say goodbye with your regular routine. |
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| Evaluación | Relay in previous knowledge to anticipate theme. • Talk about situations where historical situations are told. • Identify, define, and clarify new words and phrases. • Read aloud to practice pronunciation. • Recognize natural aspects, flora, fauna, climate, etc. • Cultural expression, schedule, music, ways to relate to each other, dress attire and food in various events among other things related with the historical era mentioned in the story. • Compare natural aspects and cultural expressions from a historical tale, with the contemporary ones in Mexico and in English speaking countries. • Recognize differences with today’s actions. • Answer with spoken and written word to questions about different aspects narrated in a historical tale. • Write questions and answers about a historical time, location, people, vegetation, climate, etc • Shared reading questions and answers to compare information. • Express and distinguish differences and similarities, of Mexican historical and cultural aspects, and those of English speaking countries. • Adapt natural, cultural and historical aspects of a historical tale to Mexican reality. • Punctuation. • Recognize stories from a trip as a reflex of emotions and experiences of people and their culture. • Identify values and conduct belonging to English speaking countries. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2842 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 31b |
| Tema | Leer para conocer y comparar diversos aspectos propios y de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Interpretar relatos históricos para comparar aspectos culturales de México y de países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce tema, propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. T, Ss start the session with an exercise review. |
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| Desarrollo | 00:40 | T, have Ss solve the computer exercise 5’ Bridge the conversation about the different study points from New Zealand and the Aztecs with the sporting activities practiced today in the countries where these two cultures are from. 5’ Show the websites mentioned in the “recursos” column. Divide the group in teams now with different team members in them. Give each team a point of study from the sports websites shown in the “recursos” column. This activity will allow Ss to engage in conversation and idea exchange. 15’ T, organize a “Jeopardy game” T, there is a website in the “recursos” column for you to create your own game using the questions of your choice. All teams participate. 15’ |
Power Point templates to create Jeopardy game 
Aztec history Ball game 
Emirates 24/7 New Zealand Rugby 
Simple past Present Perfect exercise
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| Cierre | 00:05 | T, say goodbye with your regular routine. |
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| Evaluación | Relay in previous knowledge to anticipate theme. • Talk about situations where historical situations are told. • Identify, define, and clarify new words and phrases. • Read aloud to practice pronunciation. • Recognize natural aspects, flora, fauna, climate, etc. • Cultural expression, schedule, music, ways to relate to each other, dress attire and food in various events among other things related with the historical era mentioned in the story. • Compare natural aspects and cultural expressions from a historical tale, with the contemporary ones in Mexico and in English speaking countries. • Recognize differences with today’s actions. • Answer with spoken and written word to questions about different aspects narrated in a historical tale. • Write questions and answers about a historical time, location, people, vegetation, climate, etc | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 2843 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | IV | Semana | 31c |
| Tema | Leer para conocer y comparar diversos aspectos propios y de países donde se habla inglés | ||||||||
| Competencia a desarrollar | Interpretar relatos históricos para comparar aspectos culturales de México y de países donde se habla inglés | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Reconoce tema, propósito y destinatario | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. Today the session with a short conversation to introduce Past Perfect tense. |
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| Desarrollo | 00:40 | Use example sentences using the information from the past sessions and the time line. The Aztecs had constructed a sewage system when the Spaniards got to America. 10’ Present the Past Perfect tense video 10’ Link in the Recursos column Address all Ss questions. 5’ Have Ss solve the computer Past Perfect tense quiz. 5’ Go back to the Mexicolore site. Link in the Recursos column. Choose the story: “How Music came to the World” Have SS read aloud the first part of it taking turns. 10’ |
Past Perfect tense quiz 
Past Perfect video 
Mexicolore Aztecs for kids
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| Cierre | 00:05 | T, say goodbye with your regular routine. |
|
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| Evaluación | Relay in previous knowledge to anticipate theme. • Talk about situations where historical situations are told. • Identify, define, and clarify new words and phrases. • Read aloud to practice pronunciation. • Recognize natural aspects, flora, fauna, climate, etc. • Cultural expression, schedule, music, ways to relate to each other, dress attire and food in various events among other things related with the historical era mentioned in the story. • Compare natural aspects and cultural expressions from a historical tale, with the contemporary ones in Mexico and in English speaking countries. • Recognize differences with today’s actions. • Answer with spoken and written word to questions about different aspects narrated in a historical tale. • Write questions and answers about a historical time, location, people, vegetation, climate, etc • Shared reading questions and answers to compare information. • Express and distinguish differences and similarities, of Mexican historical and cultural aspects, and those of English speaking countries. • Adapt natural, cultural and historical aspects of a historical tale to Mexican reality. • Punctuation. • Recognize stories from a trip as a reflex of emotions and experiences of people and their culture. • Identify values and conduct belonging to English speaking countries. | ||||||||
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