Compartida por: Diana Schreckenberger
0 votos
| 4354 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | V | Semana | 39a |
| Tema | Seguir y dar indicaciones para trasladarse | ||||||||
| Competencia a desarrollar | Seguir y dar indicaciones para trasladarse en un transporte público de un lugar a otro | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Discrimina, al escuchar y leer, nombres de lugares y medios de transporte | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. |
|
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| Desarrollo | 00:40 | Start by reminding Ss of their bus tour last session. 3. Ss work in pairs Have Ss solve a City word search worksheet. Link in the “recursos” column. 10’ 4. Ss listen to the conversation between two people sightseeing around town. Answer the questions presented in the exercise Link in the “recursos” column. 10’ 5. T, have Ss organize a trip to go from point “A” to point “B”. 6. Ss role play S “1” asks for directions to different sites and S “2”gives directions to get there. There are links in the “recursos” column to various transport sites. Have Ss look through them; find the schedules, interesting points to visit; fares etc Ss choose one of them for their trip. 7. There is a video about the Los Angeles Metro for a listening activity, use it before they start exploring the rest of the sites, as to give a little music to their search. 20’ |
NY. Metropolitan Transportation Authority 
Sightseeing around town 
City of Torrance Bus 
Metro Los Angeles video 
Los Angeles Metro 
City word search
|
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| Cierre | 00:05 | T, say goodbye with your regular routine. |
|
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| Evaluación | Distinguish images which indicate location such as maps and plans. • Identify when listening and reading, name, means of transportation included when given directions. • Identify the names of different destinies found in double entry table. • Read arrival and departure schedules from one point to the next. • Tell present location in relation with other point. • Complete sentences to show location of a place or town in relation to other. • Understand words which mean movement. • Recognize expressions which indicate destination, means of transportation and directions on how to get there. • Identify which and how many means of transportation are used to get to a final destination. • Ask questions to know how to get to a boarding place for public transportation. • Ask for the transportation faire to final destination. • Identify words which indicate distance between two or more places. • Recognize the names of points of reference for the departing and arriving places. • Complete sentences which offer information on how to go from one place to the next using public transportation. • Create sentences to go from one place to the next. • Verify directions drawing them in a map. • Read indications aloud to practice their pronunciation and intonation. • Images and text. • Identify speaker and listener. • Acoustic characteristics: volume, intonation and diction. • Types of sentences. • Demonstrative adjectives. • Adverbs of place. • Abbreviations ($, m-meter , LHR, London Heathrow, etcetera). • Use language to request and offer help. • Show courtesy and respect when asking for help. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 4355 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | V | Semana | 39b |
| Tema | Seguir y dar indicaciones para trasladarse | ||||||||
| Competencia a desarrollar | Seguir y dar indicaciones para trasladarse en un transporte público de un lugar a otro | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Discrimina, al escuchar y leer, nombres de lugares y medios de transporte | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. |
|
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| Desarrollo | 00:40 | Today Ss will prepare a tour in Los Angeles California. There are links in the “recursos” column to a Taxi service and two bus lines for them to be able to plan their trip. 3. There are two videos to be used as listening activities; one for a taxi song and another one which explains how to ride the Los Angeles Dash line. Videos should not take more than 5’ each repeating them two times for a total of 10’. 4. They’ll have to formulate questions and answers about how to get to a specific place; the answers will include directions as well. 5. The places to visit are: • Santa Monica Beach • Down Town Financial District • China Town • Korea Town • Little Tokyo • Los Angeles International Airport Ss will have to use a two entrance table to note the object of transport and the time. 30’ |
Big Blue Bus. Santa Monica bus line. Official web site and PDF. 
Los Angeles Dash line 
Yellow cab Los Angeles 
Taxi video song video
Metro Los Angeles video
|
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| Cierre | 00:05 | T, say goodbye with your regular routine. |
|
||||||
| Evaluación | Distinguish images which indicate location such as maps and plans. • Identify when listening and reading, name, means of transportation included when given directions. • Identify the names of different destinies found in double entry table. • Read arrival and departure schedules from one point to the next. • Tell present location in relation with other point. • Complete sentences to show location of a place or town in relation to other. • Understand words which mean movement. • Recognize expressions which indicate destination, means of transportation and directions on how to get there. • Identify which and how many means of transportation are used to get to a final destination. • Ask questions to know how to get to a boarding place for public transportation. • Ask for the transportation faire to final destination. • Identify words which indicate distance between two or more places. • Recognize the names of points of reference for the departing and arriving places. • Complete sentences which offer information on how to go from one place to the next using public transportation. • Create sentences to go from one place to the next. • Verify directions drawing them in a map. • Read indications aloud to practice their pronunciation and intonation. • Images and text. • Identify speaker and listener. • Acoustic characteristics: volume, intonation and diction. • Types of sentences. • Demonstrative adjectives. • Adverbs of place. • Abbreviations ($, m-meter , LHR, London Heathrow, etcetera). • Use language to request and offer help. • Show courtesy and respect when asking for help. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 4356 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | V | Semana | 39c |
| Tema | Seguir y dar indicaciones para trasladarse | ||||||||
| Competencia a desarrollar | Seguir y dar indicaciones para trasladarse en un transporte público de un lugar a otro | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Discrimina, al escuchar y leer, nombres de lugares y medios de transporte | ||||||||
| 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 since they know how to get from one point to the next; they’ll be traveling from Los Angeles California to London. |
|
||||||
| Desarrollo | 00:40 | Ss will look for flys from Los Angeles airport to London. There is a link in the “recursos” column for a couple of airlines for them to be familiarized with the abbreviations used in the industry and the way prices, dates, and destinations are presented. Have Ss look for a fly so they know how is done. 15’ 3. For the purpose of this session they’ll create their schedules to get to their final destination on a piece of paper. Schedules must include time, date, rate; point of departure and destiny. 10’ 4. Divide the group in teams. Have ready pieces of paper with role play situations, e. g. • A family of 4, mom, dad and two children between the ages of 11 and 13 years old. • Two couples of newlyweds. • Four friends taking a vacation. • A group of 4 business associates on a business trip • A group of 4 brothers and / or sisters going on a scholarship to a university in London. Fold the papers and place in a bag. Each team takes one and works with the situation. 5’ 5. Ss share their trip experience with the rest of the class. The traveling team responds to questions from the rest of the group, e.g. • fly rate, • schedule • how long will it take • what is included as in-flight service 10’ |
British Ariways
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. |
|
||||||
| Evaluación | Distinguish images which indicate location such as maps and plans. • Identify when listening and reading, name, means of transportation included when given directions. • Identify the names of different destinies found in double entry table. • Read arrival and departure schedules from one point to the next. • Tell present location in relation with other point. • Complete sentences to show location of a place or town in relation to other. • Understand words which mean movement. • Recognize expressions which indicate destination, means of transportation and directions on how to get there. • Identify which and how many means of transportation are used to get to a final destination. • Ask questions to know how to get to a boarding place for public transportation. • Ask for the transportation faire to final destination. • Identify words which indicate distance between two or more places. • Recognize the names of points of reference for the departing and arriving places. • Complete sentences which offer information on how to go from one place to the next using public transportation. • Create sentences to go from one place to the next. • Verify directions drawing them in a map. • Read indications aloud to practice their pronunciation and intonation. • Images and text. • Identify speaker and listener. • Acoustic characteristics: volume, intonation and diction. • Types of sentences. • Demonstrative adjectives. • Adverbs of place. • Abbreviations ($, m-meter , LHR, London Heathrow, etcetera). • Use language to request and offer help. • Show courtesy and respect when asking for help. | ||||||||
Contribución de la comunidad
Compartida por: Diana Schreckenberger
0 votos
| 4223 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | V | Semana | 39a |
| Tema | Seguir y dar indicaciones para trasladarse | ||||||||
| Competencia a desarrollar | Seguir y dar indicaciones para trasladarse en un transporte público de un lugar a otro | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Discrimina, al escuchar y leer, nombres de lugares y medios de transporte | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. |
|
||||||
| Desarrollo | 00:40 | Start by reminding Ss of their bus tour last session. 3. Ss work in pairs Have Ss solve a City word search worksheet. Link in the “recursos” column. 10’ 4. Ss listen to the conversation between two people sightseeing around town. Answer the questions presented in the exercise Link in the “recursos” column. 10’ 5. T, have Ss organize a trip to go from point “A” to point “B”. 6. Ss role play S “1” asks for directions to different sites and S “2”gives directions to get there. There are links in the “recursos” column to various transport sites. Have Ss look through them; find the schedules, interesting points to visit; fares etc Ss choose one of them for their trip. 7. There is a video about the Los Angeles Metro for a listening activity, use it before they start exploring the rest of the sites, as to give a little music to their search. 20’ |
NY. Metropolitan Transportation Authority
Sightseeing around town
City of Torrance Bus
Metro Los Angeles video
Los Angeles Metro
City word search
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. |
|
||||||
| Evaluación | Distinguish images which indicate location such as maps and plans. • Identify when listening and reading, name, means of transportation included when given directions. • Identify the names of different destinies found in double entry table. • Read arrival and departure schedules from one point to the next. • Tell present location in relation with other point. • Complete sentences to show location of a place or town in relation to other. • Understand words which mean movement. • Recognize expressions which indicate destination, means of transportation and directions on how to get there. • Identify which and how many means of transportation are used to get to a final destination. • Ask questions to know how to get to a boarding place for public transportation. • Ask for the transportation faire to final destination. • Identify words which indicate distance between two or more places. • Recognize the names of points of reference for the departing and arriving places. • Complete sentences which offer information on how to go from one place to the next using public transportation. • Create sentences to go from one place to the next. • Verify directions drawing them in a map. • Read indications aloud to practice their pronunciation and intonation. • Images and text. • Identify speaker and listener. • Acoustic characteristics: volume, intonation and diction. • Types of sentences. • Demonstrative adjectives. • Adverbs of place. • Abbreviations ($, m-meter , LHR, London Heathrow, etcetera). • Use language to request and offer help. • Show courtesy and respect when asking for help. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 4224 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | V | Semana | 39b |
| Tema | Seguir y dar indicaciones para trasladarse | ||||||||
| Competencia a desarrollar | Seguir y dar indicaciones para trasladarse en un transporte público de un lugar a otro | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Discrimina, al escuchar y leer, nombres de lugares y medios de transporte | ||||||||
| Etapas | Tiempo sugerido | Secuencia didáctica | MED | Página libro de texto | |||||
| Inicio | 00:05 | T say hello as you do following your regular routine. |
|
||||||
| Desarrollo | 00:40 | Today Ss will prepare a tour in Los Angeles California. There are links in the “recursos” column to a Taxi service and two bus lines for them to be able to plan their trip. 3. There are two videos to be used as listening activities; one for a taxi song and another one which explains how to ride the Los Angeles Dash line. Videos should not take more than 5’ each repeating them two times for a total of 10’. 4. They’ll have to formulate questions and answers about how to get to a specific place; the answers will include directions as well. 5. The places to visit are: • Santa Monica Beach • Down Town Financial District • China Town • Korea Town • Little Tokyo • Los Angeles International Airport Ss will have to use a two entrance table to note the object of transport and the time. 30’ |
Big Blue Bus. Santa Monica bus line. Official web site and PDF.
Los Angeles Dash line
Yellow cab Los Angeles
Taxi video song video
Metro Los Angeles video
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. |
|
||||||
| Evaluación | Distinguish images which indicate location such as maps and plans. • Identify when listening and reading, name, means of transportation included when given directions. • Identify the names of different destinies found in double entry table. • Read arrival and departure schedules from one point to the next. • Tell present location in relation with other point. • Complete sentences to show location of a place or town in relation to other. • Understand words which mean movement. • Recognize expressions which indicate destination, means of transportation and directions on how to get there. • Identify which and how many means of transportation are used to get to a final destination. • Ask questions to know how to get to a boarding place for public transportation. • Ask for the transportation faire to final destination. • Identify words which indicate distance between two or more places. • Recognize the names of points of reference for the departing and arriving places. • Complete sentences which offer information on how to go from one place to the next using public transportation. • Create sentences to go from one place to the next. • Verify directions drawing them in a map. • Read indications aloud to practice their pronunciation and intonation. • Images and text. • Identify speaker and listener. • Acoustic characteristics: volume, intonation and diction. • Types of sentences. • Demonstrative adjectives. • Adverbs of place. • Abbreviations ($, m-meter , LHR, London Heathrow, etcetera). • Use language to request and offer help. • Show courtesy and respect when asking for help. | ||||||||
Compartida por: Diana Schreckenberger
0 votos
| 4225 | Planeación Interactiva de educación básica | ||||||||
| Nivel escolar | Primaria | Grado escolar | 6to grado | Asignatura | Inglés | Bloque | V | Semana | 39c |
| Tema | Seguir y dar indicaciones para trasladarse | ||||||||
| Competencia a desarrollar | Seguir y dar indicaciones para trasladarse en un transporte público de un lugar a otro | Duración | 0 horas, 50 minutos | ||||||
| Aprendizaje esperado | Discrimina, al escuchar y leer, nombres de lugares y medios de transporte | ||||||||
| 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 since they know how to get from one point to the next; they’ll be traveling from Los Angeles California to London. |
|
||||||
| Desarrollo | 00:40 | Ss will look for flys from Los Angeles airport to London. There is a link in the “recursos” column for a couple of airlines for them to be familiarized with the abbreviations used in the industry and the way prices, dates, and destinations are presented. Have Ss look for a fly so they know how is done. 15’ 3. For the purpose of this session they’ll create their schedules to get to their final destination on a piece of paper. Schedules must include time, date, rate; point of departure and destiny. 10’ 4. Divide the group in teams. Have ready pieces of paper with role play situations, e. g. • A family of 4, mom, dad and two children between the ages of 11 and 13 years old. • Two couples of newlyweds. • Four friends taking a vacation. • A group of 4 business associates on a business trip • A group of 4 brothers and / or sisters going on a scholarship to a university in London. Fold the papers and place in a bag. Each team takes one and works with the situation. 5’ 5. Ss share their trip experience with the rest of the class. The traveling team responds to questions from the rest of the group, e.g. • fly rate, • schedule • how long will it take • what is included as in-flight service 10’ |
British Ariways
|
||||||
| Cierre | 00:05 | T, say goodbye with your regular routine. |
|
||||||
| Evaluación | Distinguish images which indicate location such as maps and plans. • Identify when listening and reading, name, means of transportation included when given directions. • Identify the names of different destinies found in double entry table. • Read arrival and departure schedules from one point to the next. • Tell present location in relation with other point. • Complete sentences to show location of a place or town in relation to other. • Understand words which mean movement. • Recognize expressions which indicate destination, means of transportation and directions on how to get there. • Identify which and how many means of transportation are used to get to a final destination. • Ask questions to know how to get to a boarding place for public transportation. • Ask for the transportation faire to final destination. • Identify words which indicate distance between two or more places. • Recognize the names of points of reference for the departing and arriving places. • Complete sentences which offer information on how to go from one place to the next using public transportation. • Create sentences to go from one place to the next. • Verify directions drawing them in a map. • Read indications aloud to practice their pronunciation and intonation. • Images and text. • Identify speaker and listener. • Acoustic characteristics: volume, intonation and diction. • Types of sentences. • Demonstrative adjectives. • Adverbs of place. • Abbreviations ($, m-meter , LHR, London Heathrow, etcetera). • Use language to request and offer help. • Show courtesy and respect when asking for help. | ||||||||
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