LEARNING SESSION N ° 1 - U1 - ENGLISH AREA

Títtle: “I BRUSH MY TEETH”

I. INFORMATIVE DATES:

Educational “Antenor Orrego” Director: PALMA GONZALES RUBEN

institution

GAMBOA BADA YATZARI DATE: 18/05/19

Teacher: UNIT 1
MARILIN REPROGRAMMING

Grade - Section: 1ro TRIMESTE I TIME: 45 min.

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II. PURPOSE (EXPECTED LEARNING) :The students written a routine personal or family

COMPETENCE CAPACITY PERFORMANCE(S)

 Produces written texts in English around daily

Organize and de routines with coherence and cohesion according to
Write various texts in the grammar of the present simple plural
velop ideas in a
English as a foreign
coherent and co
language
hesive way

PRIORITY VALUE /  Focus on the common good: They sympathize with the needs of the members of the
ATTITUDE classroom and share the educational spaces, resources, materials, tasks or
responsibilities
Observable  Teachers promote opportunities for students to assume diverse
manifestation responsibilities and students take advantage of them, taking into
account their own well-being and that of the community
Evidence of learning  Write your daily routine
Evaluation instrument  Lista de cotejo

III. TEACHING SEQUENCE / TEACHING PROCESSES LEARNING

Start: Problematization / Motivation / organization / gathering of previous knowledge

 The teacher welcomes students and establishes coexistence agreements to develop the session.
 The teacher begins the session by presenting herself before the class.
 The teacher collects the previous knowledge of the students, recognizing their participation,
attitude and interest.
 The teacher ask What is the difference between Spanish and English?
 The teacher asks the question that relates to the purpose of the session:
 The students repeat the new vocabulary
 The teacher will announce the purpose of the learning session.
 The teacher provides the pieces of a puzzle that each row will assemble to later discover the
activity

Development: acquisition of knowledge / accompaniment / evaluation

 The teacher asks the students to resolve the first activity and then correct it on the blackboard
 1.Write the correct verb and match with the picture according to the routine
 The teacher presents surprise cards which will be used to form sentences
  The students form and pronounce the sentences
 The students to do the third activity
 . Mark with a blade the activity that you make and create a small routine personal or family
daily routine
 The teacher reviews and corrects the activity
Cierre: The students written sentences similar at the examples
Retroalimentación/Metacognición

 Students answer the following questions:

 What did you learn?
 What is it that they learned?

RECURSOS Y MATERIALES
 Curriculum
 Flipcharts
 Markers
 Images
 Flash Cards

BIBLIOGRAFÍA
- COMYNS CARR, Jane and MAGUIRE, Gabby (2012). Speakout Starter Teacher’s Resource Book. Pearson Editorial.
- Adele’s Corner www.adelescorner.org
- British Council – Teaching English https://www.teachingenglish.org.uk/teaching-teens/resources

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GAMBOA BADA YATZARI

______________________________ __________________________

CAMPOS RODRIGUEZ FANY-TEACHER OBSERVER TEACHER

 LISTA DE COTEJO – EVALUACIÓN DE RUTINA

ÁREA : INGLÉS

GRADO : PRIMERO ÚNICA

DOCENTE : GAMBOA BADA YATZARI MARILIN

TEMA : Present Simple Plural

Utiliza el Brinda Utiliza la Utiliza un Tiene

vocabulario información gramática del vocabulario coherencia y
aprendido específica de presente formal. (4 cohesión en la
N° APELLIDOS Y NOMBRESS Total
para escribir acuerdo al tema simple plural puntos) rutina familiar.
su rutina (4 (4 puntos) (4 puntos)
puntos)

1
2

3
4

5
6

7
8

9
10

11
12

Phonetic

 Correct /………………………/
 Write /…………………….... /
 Routine /………………………. /
 Match /………………………. /
 Family /………………………. /
 Make /………………………. /