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    ANAGRACIA MARIA HERNANDEZ MAGAÑA
    tercer Ciclo Ingles

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    ANAGRACIA MARIA HERNANDEZ MAGAÑA
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    tercer Ciclo Ingles

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    tercer Ciclo Ingles

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    4 views4 pages

    Planning

    Uploaded by

    ANAGRACIA MARIA HERNANDEZ MAGAÑA
    tercer Ciclo Ingles

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    Ministerio de Educación, Ciencia y Tecnología

    Dirección de Educación de Jóvenes y Adultos


    Gerencia de Modalidades Flexibles

    PLAN DE SESIÓN
    Nombre de la sede: Centro Escolar Prof. Saúl Flores Fecha de tutoría: Saturday, June 1st, 2024.
    Grado: 9°, 1° “A” “B” and 2° “A” “B” High school UNIT 3 MY FAMILY
    Docente tutor/a responsable: Anagracia María Hernández de Garcia
    Goal(s) CONTENTS:

     Identify extended family members.  Extended family members


     Recognize family relationships using visual aids.  Other family members

    Estrategias metodológica
    Indicador de Actividades no Actividades presenciales Tiempo Recursos Criterios de
    logro presenciales evaluación
    Agenda
    Indications: Named
    Write in your 1. Welcome 10 Computer extended family
    3.7 Name notebook a list of 2. Reflexion “If you can dream it you can do it.” minutes members
    extended bilingual vocabulary 3. Attendance Booklet precisely.
    family about extended 4. Topic -My nuclear family
    members family members. 5. Performance Indicator.
     Videos
    precisely. 6. Developed the class (pre, during, post).
    Practice the correct 7. Activities
    pronunciation of 8.Evaluation of the class. Cellphones
    each one. 9. Homework.
    Identified
    Internet family
    VOCABULARIO I ACTIVATE
    SOBRE LA FAMILIA
    relationships in
    3.8 Identify 15 English book pictures or in a
    NIVEL 4 CLASE 1 Pre
    family (MY EXTENDED minutes. photo album
    relationships in FAMILY) Lesson Plan correctly.
    Worksheet 2: Karla’s Family Tree (Part I)
    pictures or in a https://youtu.be/clj3
    photo album zpw-cXE? • Have students open their booklet to Unit 3 Worksheet
    correctly. si=nCvrzBa2Dibl2 2.
    mg5&t=32 • Read the instructions of the activity as a whole class.
    • Remind students that they can use every word only
    Ministerio de Educación, Ciencia y Tecnología
    Dirección de Educación de Jóvenes y Adultos
    Gerencia de Modalidades Flexibles

    one time.

    • Encourage students to read the description out loud in


    their groups and help each other.
    • Walk around the classroom and monitor students’
    progress.
    • Check the answers by selecting different students
    randomly.

    II PRACTICE

    During
    Extended Family Members
    • Prior to class, prepare pictures using cutouts from
    magazines or newspapers, or use real photos to create
    an extended family tree. You can reuse the illustrations
    you included in your nuclear family tree.
    • Create some cards with family relationships written 15
    on them to label each family member as follows: minutes
    • Present your family tree by emphasizing the
    corresponding family relationship. Before class, make a
    poster with these sentences.
    (This is my father-in-law, Gustavo. This is my mother-
    in-law, Elsa. I am Gustavo and Elsa’s daughter-in-law.
    Ministerio de Educación, Ciencia y Tecnología
    Dirección de Educación de Jóvenes y Adultos
    Gerencia de Modalidades Flexibles

    They are Diego’s parents. Herson, Vale, and Nora are


    my children. Ana and Elisa are my sisters. They are my
    children’s aunts. This is my niece Kohno. Kohno and
    Nora are cousins. Jerry is my children’s uncle. Herson is
    Jerry’s nephew.)

    • Read the sentences slowly and clearly while pointing


    at each picture, so students can follow your ideas.
    • Explain to students that we use niece when we refer
    to a girl or woman and we use nephew when we refer to
    a boy or man.
    • Let students know that we use daughter-in-law for
    women and son-in law for men.
    • Make a repetition drill of the extended family members
    presented in class while pointing at the corresponding
    picture.

    III PRODUCE

    Let's Guess!
    • Show a video related to an extended family members .
    15
    • Ask the questions Who is he?, Who is she? Who are minutes
    Ministerio de Educación, Ciencia y Tecnología
    Dirección de Educación de Jóvenes y Adultos
    Gerencia de Modalidades Flexibles

    they? To know people who appear in the video.

    Post

    • Have students open their booklets to Unit 3 Worksheet 3.


    • Read the instructions of the activity.
    • Explain to students that they will read some
    sentences and complete them using the correct
    possessive adjective. Use the extra material which is
    15
    going to be sent online.
    minutes

    -Evaluation of the class.


    Time: 90
    minutes

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