Compartida por: Silvia Raya
0 votos
15330 | Planeación Interactiva de educación básica | ||||||||||
Nivel escolar | Primaria | Grado escolar | 5to grado | Campo y Asignatura | Inglés | Bloque | III | Semana | 32 | Sesión | 1 |
Ambientes sociales de aprendizaje | Académico y de formación | ||||||||||
Actividad Comunicativa | Interpretación y seguimiento de instrucciones | Duración | 0 horas, 50 minutos | ||||||||
Práctica Social del Lenguaje | Sigue información de una guía ilustrada para resolver un problema. | ||||||||||
Aprendizaje Esperado | Explora guías breves ilustradas. | ||||||||||
Etapas | Tiempo sugerido | Secuencia didáctica | MED | Bibliografía | |||||||
Inicio | 00:10 | 1. Have the beam projector ready to show students the poster suggested in the “Materiales Educativos Digitales” 2. Ask students if they like pizza and what kind. 3. Ask students if they have ever made pizza at home 4. Ask students what the ingredients of pizza are. |
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Beats 5 Primary, Correo del Maestro, Sally Marshall, México, 2021, pp. 30-39. |
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Desarrollo | 00:25 | 5. Project the poster PIZZA and point at the three different stages in its preparation. 6. Help with vocabulary as needed. 7. Invite students to work in groups of three and each one to take one of the stages of the recipe. 8. Ask students to take turns and read the illustrations in their groups. 9. Monitor the activity and help with grammar and vocabulary as needed. 10. Invite students to find out another student who had the same stage and compare their information. 11. Tell students to get together with another group and read the recipe to compare if they have the same information. |
Illustrated guide to making pizza
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Cierre | 00:15 | 12. Download the file suggested in the “Materiales Educativos Digitales” and make copies for the students. 13, Hand them out and ask students to draw pictures of how to make their favorite snack by drawing pictures in 4 steps. 14. Finally, invite students to present their illustrated guide to the class. |
My “How to…”
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Evalúa | Complete the definition, “An _____ _______ uses pictures, visuals, graphics, and diagrams to show you how to do something. a) illustrated guide b) delicious recipe c) illustrated mechanism d) picture dictionary |
Compartida por: Silvia Raya
0 votos
15331 | Planeación Interactiva de educación básica | ||||||||||
Nivel escolar | Primaria | Grado escolar | 5to grado | Campo y Asignatura | Inglés | Bloque | III | Semana | 32 | Sesión | 2 |
Ambientes sociales de aprendizaje | Académico y de formación | ||||||||||
Actividad Comunicativa | Interpretación y seguimiento de instrucciones | Duración | 0 horas, 50 minutos | ||||||||
Práctica Social del Lenguaje | Sigue información de una guía ilustrada para resolver un problema. | ||||||||||
Aprendizaje Esperado | Explora guías breves ilustradas. | ||||||||||
Etapas | Tiempo sugerido | Secuencia didáctica | MED | Bibliografía | |||||||
Inicio | 00:05 | 1. Have the interactive activity suggested in the “Materiales Educativos Digitales” section Ready to show students. 2. Ask students if they know how to cook, what they can cook and how difficult it is. 3. Ask students how they would explain to their classmates how to cook something (ingredients, steps, etc) |
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Beats 5 Primary, Correo del Maestro, Sally Marshall, México, 2021, pp. 30-39. |
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Desarrollo | 00:30 | 4. Project the interactive activity by showing first the pictures of the three foods. 5. ask students to focus on the words to choose and ask them to identify them as either nouns or verbs. 6. Invite 8 volunteers to do the activity by clicking on the correct word and ask the rest of the class to copy the recipes in their notebook. 7. Invite students to work in pairs and tell each other how to make the recipes projected trying no to read the words but remembering them if possible. |
Recipes and guides
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Cierre | 00:15 | 8. Use the beam projector to show the folding poster. 9. Hand out students one or two blank sheets of paper for them to practice folding. 10. Ask students what kind of documents are folded that way. 11. Ask students to choose a number from the six shown in the poster and fold their sheet of paper that way. 12. If time allows, ask student to write and decorate their folding document and make it a pamphlet, a letter, an invitation, etc. |
Illustrated guide: folding
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Evalúa | One characteristic of illustrated guides is that they show, a) the number of steps and how you can see the sequence. b) they are big guides. c) they use big numbers for the steps. d) they never use letters or bullets for the steps. |
Compartida por: Silvia Raya
0 votos
15332 | Planeación Interactiva de educación básica | ||||||||||
Nivel escolar | Primaria | Grado escolar | 5to grado | Campo y Asignatura | Inglés | Bloque | III | Semana | 32 | Sesión | 3 |
Ambientes sociales de aprendizaje | Académico y de formación | ||||||||||
Actividad Comunicativa | Interpretación y seguimiento de instrucciones | Duración | 0 horas, 50 minutos | ||||||||
Práctica Social del Lenguaje | Sigue información de una guía ilustrada para resolver un problema. | ||||||||||
Aprendizaje Esperado | Explora guías breves ilustradas. | ||||||||||
Etapas | Tiempo sugerido | Secuencia didáctica | MED | Bibliografía | |||||||
Inicio | 00:10 | 1. Have the beam projector ready to show the poster suggested in the “Materiales Educativos Digitales” section. 2. Ask students if they know how to wrap a present and what materials are needed. 3. Give them an example, how about wrapping a box, a ball, a toy, etc.
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Beats 5 Primary, Correo del Maestro, Sally Marshall, México, 2021, pp. 30-39. |
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Desarrollo | 00:30 | 4. Use the beam projector to show the illustrated guide. 5. Ask students to think of a possible number of steps to wrapping a present. 6. Invite students to sit with another student who gave a different number of steps to their and talk about them. 7. Scroll down and show the list of materials needed. Is it the same as the one mentioned above? 8. Scroll down and show the steps one by one asking students to describe it in their own words. 9. Help with vocabulary as needed. 10. Compare the number of steps students said to the ones shown in the illustrated guide. |
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Cierre | 00:10 | 11. Use the beam projector to show the interactive activity. 12. Ask students if they know the ingredients to make pancakes. 13. Ask students to give you three verbs to use in the recipe. 14. Invite 6 students to do the activity by matching the sentences to the correct picture. 15. Finally, ask students to work in pairs and tell each other how to make pancakes adding one more step. |
An illustrated guide: pancakes
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Evalúa | An illustrated guide also uses____ to show how to do something. a) arrow b) paper c) pencils d) staplers |