Achievements: Recognize future verb forms within sentences.

TEACHING STRATEGIES OR DIDACTIC SECUENSE

WARM UP:

Gimnasia Cerebral

El perrito

• Coloca tu cuerpo en posición de firmes.

• Con una de tus manos estira la piel de tu cuello por la nuca.

• Aprieta tu cuello durante 10 segundos y repite el procedimiento 3 0 4 veces.

 BEGINNING:

•¿What was the last vacation you went on? Where did you go?

• Have Ss watch the video and answer questions 1-5.

1. ¿What is this video essentially about?

A. Panama Canal.

B. An elevator.

C. A port city.

D. Bus station.

2. ¿ Where is Valparaiso??

A. Chile.

B. Cerro Tepozteco.

C. A big house.

D. Mexico City.

3.  ¿What is the name of the old house in that place?

A.  White House.

B. Disneyland.

C   Municipal Museum of Bellas Artes.

D. Museo Amparo.

4. ¿Who won a Nobel prize-winning in Chile?

A. Pablo Neruda.

B. Pablo Picasso.

C. Salvador Dalí.

D. Frida Calo.

5. Add another reason, not mentioned in the video, telling why it is a good idea to visit Valparaíso. A continuación, escriba su respuesta en español.

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DEVELOPMENT:

Backward Buildup

Vocabulary

Oral repetition

Drill 5

CLOSURE:

ACTIVITY DOMINOES

•To be the first player to lay down all the dominoes in your hand by connecting pictures to text.

WARM UP:

IINGLÉS. PREGUNTAS DE EJEMPLO.

READ THE TEXT AND ANSWER QUESTIONS 1 AND 2.

N° ÍTEM	Contenido	Habilidad	Tarea Evaluada	CLAVE
1	Texto-tipo: Noticia	Comprensión lectora: Localización	Identificar información específica de un texto que informa sobre una noticia.
2	Texto-tipo: Noticia	Comprensión lectora: Localización	Identificar información específica de un texto que informa sobre una noticia.

BEGINNING:

•¿What did you do last week?

STOP

•To lay down all the cards in your hand by calling the actions indicated in the pictures.

DEVELOPMENT:

I know

•T asks some questions to the whole class.

¿Do you read your horoscope? ¿Do you believe that horoscopes can predict the future? Why or why not?

•Have Ss listen to the Zodiac song. Call out the twelve signs one by one and have Ss stand up when their sign is named. Count Ss standing for each sign and write the results on the board.

•Ask Ss to bring articles to the class, they can be about issues they are interested in such as “sports”, “machines”, “technology”, “fashion”, etc. Ask them to include information about the origins, updated information as well as future information about the event. Ask Ss to keep a record/chart of the action words and vocabulary encountered in context, as a whole group, establish a connection between the vocabulary as well as the expression with different tenses such as present, past and future.

•Encourage Ss to think about what the topics they chose will be like in the future, at this stage it is important for Ss to know that there exists a future tense in English that they can use to make predictions.

CLOSURE:

•Analyze a forecast as necessary; remember to promote the use of English as much as possible. Make use of good Ss to explain, clarify and make it accessible to all. On another occasion, expose Ss to a historical event or period to show the past tense in context.

•Have Ss represent present and past tense using a graphic organizer.

Blog. http://predictiontec62.blogspot.mx/

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