“JAVIER HERAUD” – S.J.

I DATOS GENERALES:
1.1 Curso de desarrollo
1.2 Área
1.3 Grupo de Aprendizaje
1.4 Secciones
1.4 Profesores
1.5 Fecha de las sesiones
: Inglés I
: Comunicación-Idioma Extranjero
: Bachillerato I
: H1, H2, H3, H4, H5, H6, H7, T1, T2, T3, T4.
: JOSÉ BUSTAMANTE PAZ
ROCÍO PERALTA PAREDES
MARILÚ TELLO QUINTANA
: Del ........./............../2011 al ........./............/2011

1. Capacidad a trabajar : N° 1
• Da información de sí mismo formulando oralmente y por escrito oraciones afirmativas,
negativas e interrogativas (simples y WH) utilizando el verbo TO BE en el presente simple.

Indicadores
A. – En un diálogo de cuatro interacciones pregunta y responde dando información
personal, utilizando el verbo TO BE.
_ Redacta un párrafo de 30 palabras dando información personal.
B. – Construye cinco oraciones afirmativas, negativas e interrogativas en forma oral
y escrita usando apropiadamente el verbo TO BE, dando información personal.
_ Formula una pregunta de información personal con cada una de las siguientes
palabras: who, what, how old, where, etc.

2. Actitudes
2.1 Respeta a sus compañeros, al profesor y sus opiniones.
2.1.1 Comportamientos observables
- Cuando un compañero o profesor habla, escucha demostrando atención (sin realizar otras
actividades en ese momento).
- Realiza preguntas pertinentes que demuestran que ha escuchado atentamente las
intervenciones de los demás.
- No se burla de las apreciaciones de sus compañeros o profesor, no las escucha
despectivamente.
2.2 Demuestra interés por escuchar y leer en el idioma inglés, así como cuidado por la
adecuada pronunciación y escritura de dicho idioma.
2.2.1 Comportamientos observables.
- Escucha y lee con atención sin causar ninguna distracción.
- Hace un esfuerzo para imitar la pronunciación nativa del inglés.
- Utiliza un diccionario en sus tareas.
- Corrige los errores que la profesora señala en los textos que escribe y no los repite.

COMPETENCIAS A LAS QUE SE APUNTA

1. Conversa con claridad y en forma coloquial, preguntando y respondiendo e

intercambiando información sobre sí mismo, sus compañeros y lo que ocurre en
su entorno, utilizando el presente simple en inglés. En este proceso de
adquisición de una lengua extranjera, demostrará respeto por los demás y
perseverancia frente a sus posibles dificultades, así como una actitud de
colaboración y apoyo hacia sus compañeros.
 SIGNIFICANT LEARNING DESIGN OUTLINE
Capacity: Gives information about himself/herself making oral and written affirmative, negative and
Interrogative sentences (simple sentences and WH questions) using TO BE in simple present.
Indicators: -A. – Makes a conversation of four interactions asking and answering personal information.
_ Writes a paragraph (30 words minimum) giving personal information.
B. _ Build up five sentences (affirmative, negative and interrogative) oral and written form
using TO BE and giving personal information.
_ Makes at least one question with WHAT, WHERE, WHEN, WHO, HOW OLD, HOW,
etc.,
giving personal information.
Attitudes : _ Respect his/her classmates’ and teacher’s opinions.
_ Shows interest to listen and read in English as well as respect the correct pronunciation
and writing of English.

INTRODUCTORY ACTIVITY N° 1
M T° ACTIVITIES/PROCEDURES RESOURSE EVALUATION
O S AND INDICATOR
MATERIAL INSTRUMENT
S S
M
O TT greets students and introduce himself/herself. Example: Human
T • Good morning students, my name is Marilú. resources
My surname is Tello Quintana and my nickname is Mary. I’m 35
E years old. I’m Peruvian. I’m from Lima and I live in Villa Maria Students
X del Triunfo. Teacher
P • Then TT asks the SS to stick their names on their chest to Material
, know each other. resources
• TT asks the SS to make a circle and start a dynamic called A small ball
P “Catching the Ball”. The purpose of this is for SS to
R introduce themselves.
O Example: “I’m Sofia, I’m 16 years old, I live in ………”
• TT asks the Ss to answer some questions. Example: Flashcards
- What’s your name? Lexical cards
- What is your surname?
- What is your nickname?
- How old are you?
- What is your address?
- Where is she from?
- What’s her full name?
- What’s his telephone number?
- What’s his address?
* After that, the SS notice the difference between the pronouns HE, Questions on
B SHE, YOU and the possessives YOUR, HIS, HER. the board .Answer
U * SS answer on their notebooks the following questions: questions
I - What’s your name? orally
L - What’s your surname’ Flipaper
D - What’s your nickname? Pictures
I - How old are you? Markers
N - What’s your address? Notebooks
G * Then TT shows SS a short paragraph with personal information, Pens
they read it and answer some questions T – F. Example:
“My name is Marilú. My surname is Tello and my nickname is Mary.
U I’m 35 years old. I’m Peruvian. I’m from Lima but my parents are Flipaper
P from Apurimac and Huanuco. Actually, I live in Villa Maria del
Triunfo and I work as a Teacher at “Javier Heraud” School. I’m an
English Teacher.”
T After, TT asks the SS to write a short paragraph with heir own
F
 personal information.
ACTIVITY DEVELOPMENT N° 2
M T° ACTIVITIES/PROCEDURES RESOURSE EVALUATION
O AND INDICATOR
M MATERIAL INSTRUMENT

M • TT forms small groups and gives envelopes with 5 questions (in Human
O cut pieces) to each group. Questions similar to the examples: resources
T - What’s your full name?
, - What’s your telephone number’ Students
E - What’s your address? Teacher
X - Where do you live?
P - What do you do? Material
- How old are you?, etc. resources
P They have to order and stick on the flip paper as fast as they can, and
R they have to write 2 extra questions. Flashcards
O Then the representative reads aloud all the questions. Lexical cards
• TT asks questions to the students (first the flipaper questions).
Examples:
- What’s your name?
- Where are you from?
- Peruvian
- Are you from Peru? Flipaper
- Are you from America? Pictures
- Are you American? Markers
- Are you Peruvian? (countries, nationalities)
• TT sticks 10 flags on the board with their countries:
COUNTRIES NATIONALITIES
Peru Peruvian .Answer
Canada Canadian questions
Japan Japanese orally
United States American
France French 10 different
Italy Italian Flags
Spain Spanish
Argentina Argentinian
Brazil Brazilian
Germany German

• TT sticks nationalities in disorder and asks students to match

flags with their nationalities. The volunteers get an extra point.
B
U • TT asks students to spell the nationalities: Worksheets - Complete an
I Could you spell “Spanish”? observation
L • The TT reinforces the alphabet and numbers giving some cards conversation
D with letters to the students. They say orally the letter or number sheet.
I they got (from their seats). After that, they stick the cards on the - Ask and
N board and write the pronunciation. Flip papers answer
G • Finally, TT makes the students repeat the correct pronunciation. Markers questions
in written
form.
U -Write WH
P questions

T • Ss make a BINGO with the A_B_Cs and numbers (up to 20), and Folders .Write a
R check the letters the teacher says. Drawings paragraph
A • This BINGO could be full or half done to win a price or points. Pictures
N
ACTIVITY DEVELOPMENT N° 2
M TI ACTIVITIES/PROCEDURES RESOURSE EVALUATION
O ME AND INDICATOR
M MATERIAL INSTRUMENT
• TT makes a dynamic to motivate his/her students, the dynamic is Human
M “The asking Ball”, in this activity TT asks SS about the previous resources
O class
T • TT shows 2 posters and a picture (face) and asks: Students
Teacher
E
X Material
P resources
Flashcards
P Cristina Alejandro YOU Lexical cards
R Flipaper - Answer
O • Do you like them? Pictures questions
• Are they singers? Markers orally
• Are they actors?, etc.
B • TT asks questions about the posters. Worksheets - Complete an
U - Who is she/he? observation
I - What’s her name/his name? conversation
L - Where is she/he from? sheet.
D - How old is she/he? - Ask and
I YOU. Flip papers answer
N - What’s your name? Markers questions
G - Where are you from? in written
- How old are you?, etc. form.
U • TT asks questions at least to 10 students to check If they have -Write WH
P understood. questions
• After that students play the game WHO AM I?
GAME:
TT gives a card with a famous name to one SS and encourage SS to
ask a maximum of 15 yes/no questions to find out the contestants
identity. At least there must be a representative per group to perform
this activity.
Examples: Cards with
- Cristina Aguilera names
- Napoleon
- Gianmarco
- Toledo
- Montesinos
- Laura Bozo
- Gisella Valcarcel, etc.
Before giving instructions TT must check SS vocabulary, specifically
nouns for talking about people, as:
Man, woman, tall, short, student, teacher, athletic, studious, teenager, Flipaper with
adult, married, single, American, person, animal, living person, death vocabulary
person, etc.
Examples of questions:
- Are you a man/woman? Yes, I am./ No, I’m not.
- Are you tall/short? Yes, I am/No, I’m not.
- Are you married/single?, etc.+
T • Ss make 5 questions using WHAT, WHERE, WHEN, WHO, Folders -Write a
R HOW OLD, HOW, ETC. Drawings paragraph
A • In pairs SS create a conversation with 6 interactions and using Pictures
N greetings and leave takings.
• Finally they write a small paragraph: “Letter to a pen pal”
(similar to the model) with 40 words, giving their personal
 RS

NAMES
NAMES AND
INDICATO

LAST
information.

d Understand and answer questions

Pronounce correctly and with good intonation

Ask and answer questions orally using TO BE at least 4 times

Construct affir, neg, & int. Senten. With cohesion and coherence

Make a conversation
Write questions with WHAT, WHERE, WHEN, HOW and answer them.
CAPACITY N. 1

Ask and answer questions in written form

Final Result
Make an effort to imitate the English native pronunciation in a natural
way

Respect others opinions and behave in class

OBSERVATION SHEET: CAPACITY N° 1

Correct the mistakes in writing and pronunciation when TT says

ATTITUDE N. 1

Final Result