I 1 de marzo al 12 de mayo 10 48
II 15 de mayo al 21 de Julio 10 42
IV 16 de octubre al 22 de Diciembre 10 38
TOTAL 40 182
TRIMESTRE
DESCRIPCIÓN
Primero Segundo Tercero
Fecha de inicio 13/03/17 19/06/17 02/10/17
Fecha de término 09 /06/17 29/09/17 22/12/17
Semanas 13 13 12
Horas por
78 78 72
trimestre
COMPROMISO PERSONAL
Atentamente:
PROGRAMACIÓN ANUAL
Área: Inglés
Nivel: Secundaria
GRADOS Y SECCIONES:
Tercero “A” “B”
I. GENERAL INFORMATION:
1. DRE :Cajamarca
2. UGEL :Cajamarca
3. Institución Educativa Experimental :“Antonio Guillermo Urrelo”
4. Área Curricular :Inglés
5. Nivel : Secundaria
6. Grado :Tercero
7. Sección : “B”
8. Número de horas semanales :2 horas
9. Duración :40 semanas
10. Fecha de Inico :7 de marzo
11. Fecha Final :16 de diciembre
12. Director :Lic. Elmer Pisco Huaycochea.
13. Profesora :Ruth Noemi Azañero Murillo.
8
la información de primera fuente, continuar con sus estudios profesionales y posibilidades laborales
en el ámbito nacional e internacional impulsando el uso de las nuevas tecnologías de la información
y comunicación para la eficaz interacción de los estudiantes y docentes en contextos sociales,
culturales y económicos diversos.
En la Jornada Escolar Completa, el área Inglés propone un nuevo modelo de enseñanza del idioma
con cinco horas de estudio sem anales tres (03) de las cuales son presenciales y dos (02) virtuales
al que se denomina Modelo Mixto (Blended), en él, la tecnología y el docente funcionan de manera
integrada y con roles específicos. En las sesiones “uno a uno” de interacción estudiante-
computador/software se interioriza la lengua, y en las sesiones presenciales, el docente dinamiza y
propicia el desarrollo de las habilidades lingüísticas de manera integrada.
Esta nueva propuesta se sustenta en los enfoques metodológicos de la enseñanza del idioma Inglés:
Enfoque comunicativo.- Busca desarrollar la competencia comunicativa, la cual se
sustenta en un conjunto de procesos y conocimientos lingüísticos, discursivos,
socioculturales y estratégicos que el hablante-oyente de una lengua pone en juego para
producir o comprender discursos adecuados a la situación y el contexto de comunicación.
Enfoque centrado en la acción.- Adoptado por el Marco Común Europeo de Referencia para
las Lenguas. Considera a los usuarios y estudiantes como miembros de una sociedad, que
deben realizar tareas de manera individual o grupal, empleando sus competencias
específicas para obtener un resultado concreto en un determinado contexto.
Enfoque intercultural.- Adoptado en contextos europeos en un marco curricular coherente
entre lengua y cultura, centrado en el aprendizaje de inglés como lengua extranjera, con
conceptos como actitud intercultural, habilidad de interpretar, relacionar, descubrir,
interactuar, y conciencia crítica cultural.
Enfoque en el marco de CALL (Computer Assisted Language Learning).- Sustentado
por impulsores de la “tecnología como mediadora”, que conciben que el ambiente virtual
de aprendizaje con materiales centrados en el estudiante para que interactúen
individualmente, con práctica y repetición frente al computador, en línea, en red física o
estación de trabajo, con pizarra digital, móviles y otros. Todo ello constituye una gran ayuda
para los profesores que facilitan el aprendizaje de inglés.
Enfoque neurocientífico.- Se basa en los estudios sobre la forma cómo el cerebro adquiere
lenguaje, y según los cuales se configura como un proceso automático subconsciente, por
lo que adquirir cualquier lengua sigue un proceso similar al de adquirir la lengua materna.
Al respecto, Knowles, en su teoría “Reconocimiento jerárquico y recurrente – RHR”,
sostiene que el cerebro reconoce patrones para agrupar y procesar los inputs de lenguaje en
fragmentos cada vez mayores, lo que constituye la base para lograr la fluidez oral de una
lengua y las competencias de comu nicación. La secuencia de aprendizaje es:
familiarización – reconocimiento – comprensión – práctica – dominio – revisión –
automaticidad.
9
El programa a ejecutar se denomina EDO (English Discoveries Offline) y se desarrolla en 180
horas pedagógicas organi zadas en diez (10) unidades didácticas que comprenden treinta y seis
unidades (EDO), que desarrollan las habilidades lingüísticas en Inglés, y favorecen el desarrollo
de la competencia comunicativa.
Esta propuesta está homologada a los estándares internacionales del Marco Común Europeo de
Referencia para las lenguas (MCER) y busca que nuestros estudiantes logren llegar al nivel A1
como mínimo, lo que se conoce como usuario básico.
En este grado se espera que el estudiante alcance lo que el MCER propone para el nivel A1 que a
continuación se detalla:
COMPETENCIA LINGUISTICA GENERAL.Tiene un repertorio muy básico de expresiones
sencillas relativas a datos personales y a necesidades de tipo concreto.
DESCRIPTOR DEL NIVEL. Es capaz de comprender y utilizar expresiones cotidianas de uso
muy frecuente así como frases sencillas destinadas a satisfacer necesidades de tipo inmediato.
Puede presentarse a sí mismo y a otros, pedir y dar información personal básica sobre su domicilio,
sus pertenencias y las personas que conoce. Puede relacionarse de forma elemental siempre que su
interlocutor hable despacio y con claridad y esté dispuesto a cooperar.
Reconoce palabras y expresiones muy básicas que se usan habitualmente, relativas a sí
mismo, a su familia y a su ent orno inmediato cuando habla despacio y con claridad.
Comprende palabras y nombres conocidos y frases muy sencillas, por ejemplo las que hay
en letreros, carteles y catálogos.
Participa en una conversación de forma sencilla siempre que la otra persona esté dispuesta
a repetir lo que ha dicho o a decirlo con otras palabras y a una velocidad más lenta y le
ayude a formular lo que intenta decir.
Plantea y contesta preguntas sencillas sobre temas de necesidad inmediata o asuntos muy
habituales.
Utiliza expresiones y frases sencillas para describir el lugar donde vive y las personas que
conoce.
Escribe postales, cortas sencillas, por ejemplo para enviar felicitaciones.
Completa formularios con datos personales, por ejemplo su nombre, su nacionalidad y su
dirección en el formulario del registro de un hotel.
10
SITUACIÓN PROBLEMÁTICA:
Tercero En nuestra IE, se observa desperdicios (papeles, envolturas, cascaras de frutas, etc.) en las
aulas, patios y servicios higiénicos. Esta situación se ha generalizado a pesar de que existen
tachos de basura distribuidos en el local escolar. Esto no favorece la salud ni la formación
integral del estudiante, porque evidencia comportamientos inadecuados para el tratamiento
de residuos sólidos, ante tal situación la comunidad educativa se propone también trabajar
determinados temas(demanda educativa del área) y valores
Cuarto
11
LOS VALORES
Es puntual
Cumple con las tareas que se le asigna
Cuida el patrimonio institucional
Contribuye con el orden y la higiene del aula y la IE.
II RESPONSABILIDAD Cumple con las normas del aula y de la IE.
12
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SESIONES
SESIONES
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SESIONES
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SESIONES
X
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Identifica la intención del interlocutor
ORALES
X
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Infiere el significado de los textos orales
X
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13
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Unidad I Introduction
MEET ME
Normas de convivencia
Saludos y despedidas
Presentación personal
Las personas se comunican utilizando Reconoce objetos de clase Diálogo
frases y expresiones cotidianas que le Reconoce y representa los
permiten saludar, presentarse, solicitar números
información, hablar sobre sus intereses, cardinales del 1 al 20
interactuar con sus pares para entablar Gramática: Verbo To be
conversaciones en diferentes contextos. This/that
What’s your name? Where do you live? These/Those There is/ There are
How old are you? 20 sesiones
U1: All about me
Presentación personal
Números cardinales 21 -100
Hoja de aplicación
Gramática: Verbo To Be
Hoja de aplicación
14
U2: Supermarket Shopping Dramatización
Ordena comidas
Unidad II
Describe a la familia
MY ROUTINE Preposiciones de lugar
Gramática: Verbo To Be
Dentro de los contextos en los que nos
desenvolvemos, estamos rodeados de U3: My day
diferentes personas con las cuales
interactuamos en nuestro día a día. What
20 sesiones Describe su rutina
time do you get up? What does she do in the Describe profesiones y ocupaciones
afternoon? Do you eat fruits and Hora
vegetables? What are you going to eat? Tarjetas postales
Cartas y notas
Gramática: Presente Simple Wh-
questions
15
Unidad III U4: At the doctor Diálogo
WHAT I NEED Describe síntomas, dolencias y
enfermedades
Describe partes del cuerpo
Días de la semana
En la ciudad, encontramos distintos lugares
Gramática: Presente Simple
que podemos visitar, así como diferentes
personas quienes nos brindan servicios con U5: Shopping for clothes
los cuales satisfacemos nuestras necesidades
básicas. How do you feel today? Can I help Redacta cartas informales y notas
you? What are you wearing today? Describe la vestimenta
Colores
20 SESIONES
Meses del año
Gramática: Presente Simple Diálogo E-mail
16
VÍNCULOS CON OTRAS ÁREAS
La Unidad Didáctica I “Meet me” se vincula con el área “Persona, familia y relaciones
humanas”, porque los estudiantes al hab lar sobre sí mismos ponen en evidencia su
las actividades planteadas en esta unidad les permiten interactuar con otras personas, iniciar
La Unidad Didáctica II “My routine” desarrollar la competencia de “Expresión oral” del área
de “Comunicación” en los estudian tes buscando que ellos brinden información personal sobre las
rutinas que realizan. Además, está conectada con el área de “Formación ciudadana y cívica” pues
La Unidad Didáctica III “What I need” tiene como propósito desarrollar la competencia
diversas dinámicas de juego de roles (role-play), se brindan espacios para el intercambio afectivo,
valorativo, de información, entre otros. Todo ello está vinculado al área “Persona, familia y
relaciones humanas”, dado a que las relaciones interpersonales forman parte del proceso de
17
La Unidad Didáctica IV “Where to go” permite desarrollar la capacidad de expresión
de ideas, la cual se relacio na con el área de “Comunicación” donde los estudiantes tienen la
La Unidad Didáctica IV “What do you think…?” propone actividades relacionadas con el área
de acuerdo a intereses, necesidades, preferencias y estilo de vida. Estas actividades permiten a los
estudiantes establecer relaciones con otros, ejercitar el derecho de la libertad, expresar opiniones
La Unidad Didáctica V “REVIEW” permite a los estudiantes interactuar con sus compañeros
contextos.
18
La Unidad Didáctica VI “Right or Wrong” los estudiantes comparten las habilidades que
poseen, así como sus hobbies y preferen cias, lo que se vincula con el área “Persona, familia y
que toda persona posee necesidades e intereses propios, los cuales contribuyen al desarrollo de la
ciudadana y cívica” al presentar situaciones relacionas con diferentes valores como la justicia, la
La Unidad Didáctica VII “What do you think...?” propone actividades relacionadas con el área
de acuerdo a intereses, necesidades, preferencias y estilo de vida. Estas actividades permiten a los
estudiantes establecer relaciones con otros, ejercitar el derecho de la libertad, expresar opiniones
La Unidad Didáctica VIII “Leave me a message” está vinculada con el área de “Comunicación”
al presentar diferentes tipos de t extos, tanto orales como escritos, que sirven para la interacción e
comprensión de textos en distintos contextos y producen textos informales con el fin de transmitir
19
La Unidad Didáctica IX “Getting around” está relacionada con el área “Persona, familia y
preferencias. También, se vincula con el área “Comunicación” ya que se presen tan textos con
La Unidad Didáctica X “REVIEW” permite a los estudiantes interactuar con sus compañeros
contextos.
Presentación de logros de competencias en el marco del Día del logro: Role plays, Sing the song, etc
20
ESTRATEGIAS DIDÁCTICAS
Resource Material
b. Metacognitive Strategies:
Handwriting
Writing Task
Strategie Fast Writing
Suggested questions
s for Brainstorming ¿Para qué…?
writing Feedback On Written Work
¿Qué estrategias empleas?
Strategies
Jigsaw Listening for ¿Qué ayuda necesitaré?
Discuss the general idea plannin
Predict the structure Strateg
g ¿Estoy comprendiendo?
Gist listening attitude ies for
Strategie ¿Qué dificultades tengo?
s for Top dow control
¿A quién puedo acudir?
Listening Listening for complex
meaning Strateg ¿Que aprendí?
Strategie Skimming (General) ies
¿Cómo lo aprendí?
s for Scanning (details)
for
Readin Intensive reading ¿Sobre qué aspecto
evalua
g Role plays necesito más
tion
Acting From A Script
información?
Communication Games
Prepared Talks c. Support or affective strategies
Audio Lingual
Strategie
Communicative Approach
s for
Speaking Lexical Approach
Support
or Resource/ Material/ Activity
affectiv
e Relaxation and
concentration: Brain Gym
21
LINEAMIENTOS DE EVALUACIÓN
La evaluación se realiza en dos procesos distintos: por un lado se evalúan las competencias
y por otro lado se evalúan las capacidades. las competencias se evalúan con los indicadores
de desempeño establecidos para cada nivel o estándar del mapa de progreso respectivo y
LA EVALUACIÓN SERÁ:
pedagógico, esto nos ayuda a retroalimentar los aprendizajes esperados sobre la marcha.
definidos, ello permite observar qué, cómo y hasta donde un estudiante ha desarrollado los
aprendizajes.
antes que los resultados; se buscan valorar y explicar descriptivamente lo que sabe hacer
22
TÉCNICAS E INSTRUMENTOS
TECNICAS INSTRUMENTOS
23
MATERIALES Y RECURSOS
PARA EL DOCENTE:
- Guía para uso del sistema EDO (Teacher Management System (TMS)
- Computadora portátil
- Separatas
- Pizarra
PARA EL ESTUDIANTE:
- Computadora portátil
- Audífonos y micrófonos
- Mouse
24
“INSTITUCIÓN EDUCATIVA EXPERIMENTAL”
AREA: INGLÉS
Título de la Unidad
“I FEEL SICK ”
Docent
e
25
PLANIFICACIÓN DE LA UNIDAD DIDÁCTICA 01
I. DATOS INFORMATIVOS:
2. Área :Inglés
3. Nivel : A2
5. Inicio : 12/03/18
6. Término : 27/04/18
7. Nº de sesiones : 20
SITUACIÓN SIGNIFICATIVA
La vida exige tomar constantes decisiones pero también ofrece distintas opciones a elegir.
Where did you get it? What do you want? What do you eat?
26
APRENDIZAJES ESPERADOS:
27
CAMPO TEMÁTICO
Verbo To Be en Pasado
Identifica y utiliza un vocabulario
relacionado a la compra y venta de Llamada telefónica:
productos
Compra diferentes productos ofertas
Compra y venta de
productos
PRODUCTOS IMPORTANTES:
28
EVALUACIÓN
EVALUACIÓN
SITUACIÓN DE
COMPETENCIAS CAPACIDADES INDICADORES
EVALUACIÓN
Comprende
Unit 1 Reconoce la Comprende información
textos orales
intención del relacionada a compras.
Buying and Selling interlocutor
Reconoce la intención del
Shopping . emisor en una llamada
telefónica.
Phone Sales
Comprende el Reconoce el lenguaje
Comprensión oral contenido del texto apropiado que utiliza un
escuchado. mensaje de voz.
Wrong Color
Identifica ideas Identifica la idea principal y
Life on my Street
principales y detalles de una historia.
Comprende textos secundarias.
Comprensión de
escritos Utiliza las expresiones de tiempo e
textos
Utiliza información información de una historia para
leída para fines entender su secuencia lógica.
Se expresa específicos.
Expresión oral Intercambia información
oralmente
oportuna con su interlocutor
Interactúa para para expresar sus gustos.
solicitar o brindar
información.
Reconoce la
intención del
interlocutor.
29
Review Produce Elabora textos escritos Aplica la estructura gramatical del
textos escritos utilizando la teoría pasado simple.
Piece of Cake gramatical y el léxico
apropiado.
Producción de Se expresa Intercambia información
textos oralment e Interactúa para oportuna con su interlocutor para
solicitar o brindar ofrecer o aceptar un ofrecimiento.
Expresión oral
información.
30
RECURSOS Y MATERIALES EDUCATIVOS PARA EL DOCENTE
- Programación anual
- Software EDO
- Cuaderno de trabajo (Workbook EDO)
- Hojas de aplicación (handouts)
- Realia
- Flashcards
- Scope and Sequence A1
- Teacher´s guide (Guía del docente)
- Teacher´s book (Guía del docente EDO)
- Teacher Management System TMS (Guía para el uso del Sistema EDO)
- Cuaderno de trabajo –Respuestas (Answer key –Workbook)
- Páginas web de Internet
- Equipos audiovisuales (sólo si fuera posible en las clases presenciales)
- Marco Común Europeo de Referencia para las Lenguas.
PARA EL ESTUDIANTE:
- Software EDO
- Computadora portátil (Laptop)
- Audífonos y micrófono
- Cuaderno de trabajo (Workbook EDO)
- Diccionario inglés - español
- Útiles de escritorio: cuaderno, lapicero, regla, colores, tajador, lápiz, plumones.
Cajamarca, marzo 2018
Mg. Katherine Casas Cueva
31
32
LEARNING SESSION N° 1
I. GENERAL INFORMATION:
1. Educational Institutional :”Antonio Guillermo Urrelo”
2. Area :Foreign Language-English
3. Grade :Third Grade
4. Section :”B”
5. Class time :2.30-4.00
6. Number of Students :36
7. Date :06/06/2018
8. Tutor´s name :Ruth Noemi Azañero Murillo
9. Trainer´s name : Katherine Pamela Casas Cueva.
Capabilities
COMPETENCE Performance Instruments
33
V. EXPECTED LEARNNG: 3th Grade
EVALUATION
PERFORMANCE OF
STAGES DIDACTIC SEQUENCE RESOURCES Technique Instrumen TIME
EVALUATION
t
The teacher make a little dynamic with the purpose that
Flashcards
students feel relaxing.
Projector
Pictures
INPUT
The teacher asks the students what they do each day with the
Laptop
purpose that the students have an idea of the topic to be Describing 10´
Market
treated.
Board
The teacher present flash cards about Daily Routines and the Understand the
students describe the picture. content of the text
The teacher present the topic about (Daily Routines) heard for answer
question about the
The teacher explain the topic and give some examples about interview.
“Daily Routines”
Board
PROCESS
The teacher give his students the handout and give them the
Projector
instruction about it. 25
Handout Questions
Student develop the activities that they can find in the handout
Laptop and
and they will apply the things that teacher explained.
Marker answers Handout
Student write sentences about Daily Routines on the board and
Handout Board
then all us check the sentences if it is good or has some
mistakes. Marker
Students talk about their daily routines in front of the board.
34
I. Look at the picture and fill in the blanks with the correct verb.
V. Unscramble the words and write sentences in the simple present tense.
…………………………………………………………………………………
b) I / try to be / on / road / in the morning / around / usually / the/7, 7:30. /
…………………………………………………………………………………
c) / always / to / for / incidentals / It's / nice / have / pay / to / cash
…………………………………………………………………………………
d) I / slightly /sunrise / before,/ and/ I / to / gear/ pack up/ all / have/ of/ my /camping/ get up
………………………………………………………………………………
VI. Match the following sentences letter with the numbers.
IX. BIBLIOGRAFY
COMPETENCE Capabilities
Performance Instrument s
Identify information
TEXT WRITTEN of a written text and
Identify information of a
COMPREHENSION answers question
written text in present simple.
(Reading) about Sally´s family
chores. Observation
elaborate sentences guide
TEXT WRITTEN Elaborates written texts with
using the vocabulary
PRODUCTION appropriateness, cohesion
about chore at home
(Writing) and coherence.
V. EXPECTING LEARNING: 3th Grade
2 3
In the kitchen 4
Hi my name is Adam. I live with my family in a big house. I have two sisters and one brother.
We share many chores with our parents. My brother and I take garbage out.
We also wash our father’s car twice a week. Every Friday, I weed the garden and my brother
waters the plants. I also make my bed in the morning. My sister, Emily, sweeps the floor
every evening and washes the dishes after dinner. She also helps Mom with shopping every
thursday. My mother cooks for us and washes our clothes. My father fixes anything broken
at home.
1. What chores does Adam do? 5. Who sweeps the floor?
a) He waters the plants. a. Adam does
b) He weeds the garden. b. Emily does
c) He sweeps the floor. c. Mother does.
2. What chores does Emily do? 6. Answers the following statements
a) She sweeps the floor. with true (T) or false(F)
b) She takes the garbage out. a. Adam takes the garbage out ( )
c) She cooks. b. Emily washes father’s car ( )
3. What chores does his brother do? c. Adam washes the dishes ( )
a) He goes shopping d. Mother’s Adam cooks ( )
b) He fixes anything broken at home. e. Emily waters the plants ( )
c) He waters the plants.
GRAMMAR
4. What chores does his mother do?
Who washes the dishes in your family?
a) She takes the garbage out.
b) She washes the dishes. I do./My sister does
c) She cooks.
We do. /My grandparents do.
IV.Order the words to make correct questions
Be careful!
1. Who/ the floor/sweeps/ family/ your in?. always use third-person singular verb
______________________________________ when who is the subject.
2. mother/do/what/chores/does/your?
Don’t say: who clean the house?
______________________________________
3. washes the dishes/Who/in/ family/your? Don’t use do or does when who is the
______________________________________ subject.
4. What/ chores/ do/ your/brother does?
Don’t say: who does clean the house?
______________________________________
5. Chores/what/sister/do/does your?
______________________________________
VII. BIBLIOGRAPHY
1. B
2. A
3. C
4. C
5. B.
6. Answers the follwing statements with true(T) or false(F)
a. T
b. F
c. F
d. T
e. F
IV. Order the words to make correct questions
1. who sweeps the floor in you family?
2. what chores does your mother do?
3. who washes the dishes in your family?
4. what chores does your brother do?
5. what chores does your sister do?
V. Write about who does the chores in your family?
_______________________________________________________________
_______________________________________________________________
LEARNING SESSION N° 3
V. GENERAL INFORMATION:
1. Educational Institutional : I.E.E“Antonio Guillermo Urrelo”
2. Area :Foreign Language-English
3. Grade :Third
4. Section :”B”
5. Class time 2:30-4:00
6. Number of Students :36
7. Date :20/06/18
8. Tutor’s name :Ruth Noemí Azañero Murillo
9. Trainer´s name : Katherine Pamela Casas Cueva
I EAT HEALTHY
COMPETENCE Capabilities
Performance Instruments
Identifies the
information of a text for
TEXT WRITTEN Identify information of a
make differences about
COMPREHENSION written text in present
healthy and unhealthy
(Reading) simple.
food. Observation
guide
TEXT WRITTEN elaborate sentences
Elaborates written texts
PRODUCTION using should or shouldn’t
using the modals verbs.
(Writing)
VI. EXPECTING LEARNING: 3th Grade
STAGES DIDACTIC SEQUENCE RESOURCES INDICATORS OF EVALUATION TIME
EVALUATION
Techinque Instrument
The teacher presented the video to facilitate the Identifies the 10´
students to get in touch with real and contextual Laptop information of a text
situations from which they can obtain linguistic, Proyector for make differences Pictures
social and cultural information about the foreign Flashcards about healthy and
INPUT
I. Write the name of the food. Put the words under the correct heading
II. Read this story and compare Caroline`s and Sophia`s habits.
Every day Carolina goes to bed at 9:00 PM, and the alarm clock rings at 6:00 AM but
she doesn’t get up until 6:30. Then she has a big slices of bread, 2 pieces of chocolate
cake, hamburger, hot dog and a big cup of black coffee for breakfast. Two hours later
at school, Carolina tries to pay attention to the biology class, but she can`t because
she feels tired and she falls asleep in most of her classes. She has lunch at in the school
her favorite plate is chicken and chips. when she goes home after school, she takes a
nap and she sleeps 3 hours.And at the end of the semester Caroline`s report card is
08, 05, ect.Caroline`s classmates says: she should not sleep much and that she should
not eat many chocolates.
Sophia goes to bed at 9:00 PM, and she gets up at 5:AM because she goes jogging in the
local park. Later Sophia eats eggs and she drinks milk. After she goes to school,Sophia is full
energy and she participate a lot in the class. She enjoys helping her classmates, especially in
the English class. She has lunch at 1:00 PM, Her favorite is plate rice with beans and bistec,
at the end of the lunch she drinks a lot water. In the afternoon, Sophia gets home, she takes
a short nap then she does her homework. Sophia`s report card is 18; 19, etc Sophia`s
classmates says: she should go to cinema and she should eat more vegetables.
he
III. Read the text again and circle the correct answer.
1. What is the best tittle for the story?
a. Caroline’s problem
b. How to have a healthy life.
c. A day in the life of Caroline and Sophia
2. What is the general idea of the text?
a. Sophia’s lifestyle in the best one.
b. Caroline should learn a lot from Sophia.
c. You should have balance in every aspect of your life
3. Tick True or False. Correct the false ones.
True False
a. Caroline falls asleep in class
Because she doesn’t like biology
b. Sophia only sleeps
6 hours.
c. Sophia is a very good student.
d. Sophia is more responsable than
Caroline.
IV. Answer the following questions.
a. Should you drink eight glasses of water a day?
Yes, should. I should drink eight glasses of water.
b. Should Carolina eat fruit?
………………………………………………………..
c. Should Carolina sleep in the class?
………………………………………………………..
d. Should Sophia drink a lot of water?
………………………………………………………..
e. Should Sophia take a nap for three hours?
………………………………………………………..
V. Write some tips for a healthy diet. Use should and shouldn’t in the sentences.
IX. BIBLIOGRAFY
Wordreference.com(2015).retrievedfrom. http://www.wordreference.com/
Ministerio de educación(2016)Programa Curricular de Educacion Secundaria de educacion basica
regular.lima Perú.
Wright, A. (1976). Visual Materials fot the language teacher. (third edition) Longman
https://en.islcollective.com/resources/search_result?Tags=household+chores&type=Printables&s
earchworksheet=GO
https://en.islcollective.com/resources/printables/worksheets_doc_docx/household_chores/home
-elementary-a1/25260
he
ANSWER SHEET
I. WRITE THE NAME OF THE FOOD. PUT THE WORDS UNDER THE CORRECT HEADING
1. Grapes 11. Nuts
2. Potatoes chips 12. Olive oil
3. Clams 13. Cakes
4. Butter 14. Carrots
5. Hamburger 15. Eggs
6. Apple 16. Fish
7. Ketchup 17. Water
8. Hot dog 18. Meat
9. Tomate 19. Watermelon
10. Cookies 20. Strawberry
II. READ THIS STORY AND COMPARE CAROLINE’S AND SOPHIA HABITS.
III. READ THE TEXT AGAIN AND CIRCLE THE CORRECT ANSWER.
1. C
2. C
3. Tick True or False. Correct the false ones.
a. False
b. False
c. True
d. True
IV. ANSWER THE FOLLOWING QUESTIONS
a. Yes, I should. I should drink eight glasses of water
b. Yes, she should. She should eat fruit
c. No, she shouldn’t. she should participate in the class
d. Yes, she should. She should a lot of water
e. No, she shouldn’t. She should take a nap any 10 minutes.
V. WRITE SOME TIPS FOR HEALTHY DIET. USE SHOULD AND SHOULDN’T IN THE SENTENCES.
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
he
LEARNING SESSION N°
4
I. GENERAL INFORMATION:
1. Educational Institutional : I.E.E“Antonio Guillermo Urrelo”
2. Area :Foreign Language-English
3. Grade :Third
4. Section :”B”
5. Class time :2:30-4:00
6. Number of Students :36
7. Date :04/07/18
8. Tutor’s name :Ruth Noemí Azañero Murillo
9. Trainer´s name : Katherine Pamela Casas Cueva
HEALTHY HABITS
Performance Instruments
COMPETENCE Capabilities
Identifies the
TEXT WRITTEN Identify information of a information of a text
COMPREHENSION written text in present about healthy habits for
(Reading) simple. answer questions.
Observation
Elaborates written texts Elaborate sentences guide
TEXT WRITTEN
using the grammatical using the vocabulary
PRODUCTION
theory and the about healthy habits.
(Writing)
appropriate lexicon.
he
INDICATORS OF EVALUATION
STAGES DIDACTIC SEQUENCE RESOURCES TIME
EVALUATION Techinque Instrument
The teacher presented the video to facilitate the Identifies the 10´
students to get in touch with real and contextual Laptop information of a text
situations from which they can obtain linguistic, Proyector about healthy habits
INPUT
social and cultural information about the foreign Flashcards for answer questions.
language. Board
flashcards Oral repetition
The teacher shows flashcards but offer a great Pictures
visual support to students and include various
vocabulary, phonetic aspects and / or activities.
25
The teacher starts to present the topic and
explain about it.(healthy habits) Laptop Guessing the
The teacher give some examples about the Projector main idea
topic.(healthy habits) Handout Elaborate sentences Handout
using the vocabulary
PROCESS
Word bank
1. Play
2. Do exercise
3. Drink water
4. Sleep well
5. Eat well
6. Wash
II. Read the texand anwer the questions
As humans, we develop habits that we follow throughout life. These habits save us time and mental energy, allowing
us to perform many actions without using concentrated thought. While many of the typical person's habits are healthy,
most of us also develop a number of unhealthy habits over time. Conscious effort is necessary to adopt a new habit or
change an unhealthy habit to a more beneficial one.
A Nutritious Diet
One of the most important healthy habits is to follow a nutritious diet each day.Eat a medium-sized breakfast, followed
by a light lunch and dinner. Snack on whole grains, fat-free dairy products, nuts, seeds and fresh fruits and vegetables.
Drink plenty of water and avoid sodas and foods high in cholesterol, saturated fats and sugars. Avoid eating large
portions, and eat only when you are hungry, never because you are bored, emotionally taxed or stressed. A regular,
nutritious diet is important to your physical health.
Adequate Sleep
Many doctors recommend maintaining the same sleep schedule seven days a week in order to keep the body
accustomed to a routine. Sleep in a dark room without distractions such as music or other noise. If you regularly have
difficulty falling or staying asleep, ask your physician about other ways to relax before bedtime.
Regular Exercise
The human body requires regular exercise for health, but many people fail to adopt good exercise habits. Regular
exercise can help prevent chronic diseases, such as high blood pressure.
Stress Management
When life gets hectic, many individuals fail to develop healthy stress management habits. Talking and laughing with
friends, watching a movie, taking a nature walk, reading a book or playing a game can all help reduce stress levels.
III. Read each questions. Circle the correct response.
1. Which of the following is not a healthy habit?
a) Regular exercise b) Adequate sleep c) Smoking d) Playing with friends
2. According to doctors, we should sleep in a
a) Dark room b) Noisy room c) A room in which music is being played d) Doesn’t matter
3. Which of the following is an Unhealthy habit?
a) Working hard b) Managing your stress c) Drinking soda d) Eating clean food
4. Which of the following helps us in reducing stress?
a) Talking to friends about the situation b) Watching a movie with loved ones
c) Reading books or playing games d) All of the above
he
IV. Match the following numbers with the letters according to the text.
1. A Nutritious Diet ( ) a. When my life set hectic, I should talking and laughing
with my friends, watching a move,etc.
2. Adequate Sleep ( ) b. I should do exercises because it can help me prevent
chronic diseases.
3. Regular Exercise ( ) c. When I go to sleep, I should sleep in a dark room
without distructions such as music or other noise.
4. Stress Management ( )
d. I follow a nutritious diet each day because it is
important each day because it is important to my
physical heath.
V. Read the story about mark and give the correct form of the verbs.
Mark always(get) ……….up at twelve in the morning. He (not have) ……………..breakfast. Mark(like)
………. having hamburgers, pizza,crisps and hot dogs for lunch. He always(have) ……….fizzy drinks like
cola. So there(be) ……….. any vegetables or fruit at home. after lunch, he (take) ……….the bus and(go)
……….to school-six blocks far away. Ate six o’clock, mark(go) ……….to the bas stop and (come)
……….back home. He(sit) ……….on his dad’s sofá and(watch) ……….TV for three hours. When he (be)
……….hungrey, he(eat) ………. Lots of sweets or chocolate biscuits and he always(drink) ……….cola. he
usually(go) ……….to sleep at eleven or twelve because before that he (like) ……….playing computer
games.
He usually(stay) ……….at home all day at weekends.
VIII. BIBLIOGRAFY
Wordreference.com(2015).retrievedfrom. http://www.wordreference.com/
Ministerio de educación(2016)Programa Curricular de Educacion Secundaria de
educacion basica regular.lima Perú.
Wright, A. (1976). Visual Materials fot the language teacher. (third edition)
Longman
https://en.islcollective.com/resources/search_result?Tags=household+chores&typ
e=Printables&searchworksheet=GO
https://en.islcollective.com/resources/printables/worksheets_doc_docx/househol
d_chores/home-elementary-a1/25260
ANSWER SHEET
I. NUMBER THE PICTURES WITH THE CORRECT WORD.
a. 2
b. 6
c. 1
d. 3
e. 5
f. 4
II. READ EACH QUESTIONS. CIRCLE THE CORRECT ANSWER
1. C
2. A
3. C
4. D
III. MATCH THE FOLLOWING NUMBERS WITH THE LETTERS DE
ACCORDING THE TEXT.
1. d
2. c
3. b
4. a
IV. READ A STORY ABOUT MARK AND GIVE THE CORRECT FORM OF
THE VERBS.
a. Gets
b. Doesn’t have
c. Like
d. Has
e. Is
f. Takes
g. Goes
h. Comes
i. Sits
j. Is
k. Eats
l. Drinks
m. Goes
n. Like
o. Stays
V. ANSWER THE FOLLOWIN QUESTIONS.
_______________________________________________________
___________________________________________________
LEARNING SESSION N°
5
I. GENERAL INFORMATION:
1. Educational Institutional : I.E.E“Antonio Guillermo Urrelo”
2. Area :Foreign Language-English
3. Grade :Third
4. Section :”B”
5. Class time :2:30-4:00
6. Number of Students :36
7. Date :11/07/18
8. Tutor’s name :Ruth Noemí Azañero Murillo
9. Trainer´s name : Katherine Pamela Casas Cueva
Performance Instruments
COMPETENCE Capabilities
Understand the
WRITTEN TEXT
Understand the content of the text
COMPREHENSION
content of the heard for answer
AND ORAL TEXT
conversation heard. question about the Dialogues
COMPREHENSION
health problems.
elaborate sentences
WRITTEN TEXT Elaborates written using should and must Observation
PRODUCTION texts using the modal guide
(Writing) verbs.
V. EXPECTING LEARNING: 3th Grade
Laptop
about housework on the blackboard
Board
Marker
What did you learn about health problems today?
What was more difficult for you?
I. Match the correct word to the correct picture:
1 2 3 4 5 6 7 8
1. Headache 2. Cough 3. Stomachache 4. Earache
healthy food. You must eat more fruit and vegetables. Also
you should drink water. You mustn’t drink cola and other soda
because it isn`t good for you . I will give you some medicine
1. Read again the conversation and complete with should, must, mustn´t.
todaydoesn`t
a) Jessica but youfeel
should
wellcome
so sheback again in a week, OK?
…………………………………see a doctor.
b) Jessica …………………………………eat
Jessica: All right doctor. I will. more fruits and vegetables.
c) Jessica …………………………………drink water.
d) Jessica …………………………………drink cola or other sola.
e) Jessica …………………………………come back again in a week.
V. Listen to the Conversations.Check the ailment.Then write the remedy. Use should and
should´nt
CONVERSATIONS
A SORE THROAT
STOMACHACHE
A TOOTHACHE
A BACKACHE
A HEADACHE
A FEVER
A COLD
1. Headache : /ˈhɛdˌeɪk/
2. Cough : /kɒf/
3. Stomachache : /ˈstʌməkˌeɪk/
4. Earache : /ˈɪərˌeɪk/
5. Backache : /ˈbækeɪk/
6. Fever : /ˈfiːvə/
7. Cold : /kəʊld/
8. Sore throat : /sɔː θrəʊt/
VII. BIBLIOGRAFY
Wordreference.com(2015).retrievedfrom. http://www.wordreference.com/
Ministerio de educación(2016)Programa Curricular de Educacion Secundaria de
educacion basica regular.lima Perú.
Wright, A. (1976). Visual Materials fot the language teacher. (third edition) Longman
https://en.islcollective.com/resources/search_result?Tags=household+chores&type=Pr
intables&searchworksheet=GO
https://en.islcollective.com/resources/printables/worksheets_doc_docx/household_ch
ores/home-elementary-a1/25260
ANSWER SHEET
I. Match the correct word to the correct picture:
1. E
2. H
3. A
4. G
5. D
6. F
7. B
8. C
II. Read the dialogue and answer the following questions.
1. Jorge doesn’t feel well
2. Jorge has a headache
3. He has the flu
4. Doctor said: you get some rest and drink plenty of juice and water.
III. Fill in the blanks with the correct form of the verbs have or feel.
1. Feel
2. Feel
3. Feel
4. Have
5. Have
6. Have
7. Have
8. Have
9. Feel
Área: Inglés
Nivel: Secundaria
Docente:
Katherine Pamela Casas Cueva
INSTITUCIÓN EDUCATIVA “ANTONIO GUILLERMO URRELO”
DIAGNOSTIC TEST
FULL NAME:………………………………………………………………………
3. Answer the following questions with Yes,She does – No,she doesn’t (1=5pts)
a) …………………………………………………………………………………
b) …………………………………………………………………………………
c) …………………………………………………………………………………
d) …………………………………………………………………………………
e) …………………………………………………………………………………
TEXT COMPRENHENSION PROGRESS ENGLISH EXAM
I. GENERAL IMFORMATION
IV.ACTIVITIES TO BE TESTED:
Identify information of a
True or False 1×5=5 5 1×5=5 5 20%
written in present simple. Identify information of
COMPREHENSION
WRITTEN TEXT
PROGRESS TEST
Matching 1×6=6 6 1×6=6 6 20%
conversations heard
Listen and
5 1×5=5 5 35%
ORAL TEXT
EXAM DURATION
Read the general information 3
Time to answer the exam 25
Time to revise the exam 2
30
TEXT COMPREHENSION
FULL NAME.......................................................................................................SCORE
III. Match the following sentences letter with the numbers. (1=6 points)
a) Brush your teeth. Because( ) 7. it is necessary so body take a nap
b) Get up at 6:00 a.m. Because( ) 8. it causes a headache
c) Don’t forget! Have breakfast at 7:00 a.m. Because( ) 9. it produces a beautiful smile.
d) Do exercise at 8:15 a.m. Because( ) 10. you have a lot of energy in the morning.
e) Don’t watch television for many hours. Because( ) 11. your body wake up with the sun.
f) Go to bed at 11:00 p.m. Because( ) 12. it is a very important meal
IV. Listen and answer these questions about the interview.(1=5 points)
a) You get more energy b) There are fewer cars c) You see more wildlife
I. GENERAL IMFORMATION
POINTS
COMPE TYPE OF TOTAL N° OF PER TOTAL WEIGHT INSTRU
CAPABILITY PERFORMANCE
TENCE ITEMS TIME ITEMS ITEM POINTS % MENT
PROGRESS TEST
questions
using the grammatical
theory and appropriate Redact a written
Write
lexicon. text using the 1×4=4 4 1×4=4 4 30%
grammatical theory sentences
Organize the and appropriate
Write
information, respecting lexicon for
the logical order of ideas elaborate sentences sentences
about the healthy food. using the
with 6 1×6=6 6 30%
vocabulary about 1×6=6
chores at home. should and
should´nt
TOTAL 20 20 16 20 100%
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
VII. Write some tips for a healthy diet. Use should and shouldn’t in the sentences.(1=6points
A HEALTHY DIET
You Should………………………………………….................................
…………………………………………………………….........................
…………………………………………………………….........................
You Shouldn’t…………………………………………………………....
…………………………………………………………….........................
…………………………………………………………….........................
WRITTEN AND ORAL TEXT COMPRENHENSION FINAL ENGLISH EXAM
I. GENERAL INFORMATION
POINT
COMPE TYPE OF TOTAL N° OF S PER TOTAL WEIGHT INSTRU
CAPABILITY PERFORMANCE
TENCE ITEMS TIME ITEMS ITEM POINTS % MENT
Identify information of
Fill the gaps 1×5=5 5 1×5=5 5 25%
COMPREHENSION
FINAL TEST
Unscramble
1×3=3 3 1×3=3 3 20%
the words
Understand the content Understand the
COMPREHENSION
6 1×6=6 6 30%
for answer question answer 2×6=12
about the interview
EXAM DURATION
GRADING SCALE
Read the general information 3
Reprove the exam:1 - 10
Time to answer the exam 23
Pass the exam :11-20
Time to revise the exam 2
28
WRITTEN AND ORAL TEXT COMPREHENSION FINAL ENGLISH TEST
NAME:………………………………………………………………………….SCORE
Grade:………………. Section:…………………Date………………….
Read these conversations. Jessica doesn’t feel well so she should see a doctor.
I.
Doctor: Hello Jessica. How can I help you?
Jessica: I don’t fell well doctor. I have a stomachache.
Doctor: OK Jessica. I will give you an exam.
The doctor gives Jessica an exam. Then she gives her some medical advice.
Doctor: Jessica, you have a stomachache because you don`t eat
healthy food. You must eat more fruit and vegetables. Also
you should drink water. You mustn’t drink cola and other soda
because it isn`t good for you . I will give you some medicine
today but you should come back again in a week, OK?
Jessica: All right doctor. I will.
2. Read again the conversation and complete with should, must, mustn´t. (1=5points)
f) Jessica doesn`t feel well so she …………………………………see a doctor.
g) Jessica …………………………………eat more fruits and vegetables.
h) Jessica …………………………………drink water.
i) Jessica …………………………………drink cola or other soda.
j) Jessica …………………………………come back again in a week
II. Match the following sentences letter with the numbers.(1=6points)
g) Brush your teeth. Because( ) 13. it is necessary so body take a nap
h) Get up at 6:00 a.m. Because( ) 14. it causes a headache
i) Don’t forget! Have breakfast at 7:00 a.m. Because( ) 15. it produces a beautiful smile.
j) Do exercise at 8:15 a.m. Because( ) 16. you have a lot of energy in the morning.
k) Don’t watch television for many hours. Because( ) 17. your body wake up with the sun.
l) Go to bed at 11:00 p.m. Because( ) 18. it is a very important meal
III. Put the words in the correct order (1=3points)
a. How/ today/ do /feel/you/?
………………………………………………………………………
b. Does/throat hurt/your/?
………………………………………………………………………
c. you/ have/Do/a fever/?
………………………………………………………………………
I. Listening Comprehension Listen to the Conversations.Check the ailment. Then write the remedy.
Use should and shouldn’t. (1=6 points)
A STOMACHACHE
A SORE THROAT
A TOOTHACHE
CONVERSATIONS
A HEADACHE
A BACKACHE
A FEVER
A COLD
1 She …………………………………………….
2 He……………………………………………...
3 She……………………………………………..
4 He……………………………………………...
5 She……………………………………………..
6 He……………………………………………...
WRITTEN TEXT PRODUCTION FINAL ENGLISH EXAM
I. GENERAL IMFORMATION
Change
Analyze the affirmative 1×5=5 5 1×5=5 5 25%
coherence and
cohesion of a written sentences
text for elaborate
WRITTEN TEXT PRODUCTION
FINAL TEST
appropriate lexicon. and appropriate sentences 1×5=5 5 1×5=4 5 25%
lexicon for elaborate
Organize the information, sentences using the
respecting the logical order vocabulary about Put the
4 1×4=4 4 15%
of ideas about the healthy healthy habits. words 1×4=4
food.
Organize the
information, Answer
respecting the logical 1 1x1=1 1 5%
order of ideas about question 1’x2=2’
the healthy food.
EXAM DURATION
GRADING SCALE
Read the general information 3
Reprove the exam:1 - 10
Time to answer the exam 21
Pass the exam :11-20
Time to revise the exam 2
26
WRITTEN TEXT PRODUCTION FINAL ENGLISH TEST
NAME:………………………………………………………………………….SCORE
Grade:………………. Section:…………………Date……………………………………
I. Change the affirmative sentences to interrogative form (1=5points)
1. I have a cough.
………………………………………………………………………………………?
2. I have a stomachache.
………………………………………………………………………………………?
3. I have an earache.
………………………………………………………………………………………?
4. I have a backache.
………………………………………………………………………………………?
5. I have a headache.
………………………………………………………………………………………?
II. Answer the following questions. (1=5points)
1. What time do you get up?
……………………………………………………………………………………….
2. Do you brush your teeth three time a day?
……………………………………………………………………………………….
3. Do you prepare the dinner?
……………………………………………………………………………………….
4. What time do you have breakfast?
……………………………………………………………………………………….
5. Do you have lunch with your family?
III. Write sentences with the following words about healthy habits. (1=5points)
PROMEDIO
PROMEDIO
mapsPROMEDIO
PRODUCTION
COMPREHENSION
PROMEDIO
underline
alter. and
paragrapthe
dialogues
questions
to
sentences
sentences
sentences
/question
scramble
complete
complete
circle the
the
the
Elaborat
Elaboart
main
and getto
DE AREA
Describe
Writiing
Reorder
Reading
questi…
gaps
the gaps
... and
text and
true and
text and
the tape
tape
Read ta
identify
Write a
the
out
correct
correct
picture
answer
answer
or
e main
N°
match
Listen
Listen
Listen
Write
small
small
Read
Read
Read
Read
word
main
false
idea
idea
Ask
text
text
text
and
and
and
tick
Act
the
the
the
the
e
s
APELLIDOS Y NOMBRES A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6
01 ABANTO LINARES, Obed Isai
02 ABANTO CABELLOS, Janfranco
03 ALACANLTARA CERQUIN, Mardely J.
04 BARBOZA SÁNCHES, Fiorela Janet
05 BARDALES LUDEÑA, Orlando E.
06 BECERRA TERAN, Kevin Jhoel
07 BECERRA VÁSQUEZ,César Rodrigo
08 CHÁVEZ QUISPE, Ricardo Gian P.
09 CUEVA CABANILLAS, Abi Abner
10 DIAZ ALIAGA, Emilly Nicolle
11 DIAZ SAUCEDO, Jhianeyra J.
12 GAITAN URTEAGA, Fatima Del C.
13 GIL CRUZADO, Alex Martin
14 GICOCHEA HUAMAN, Hector Jesús
15 GONZALES OCAS, Miriam Fiorela
16 HUAMAN CORTINA, Edgar Javier
17 JULCOMORO HUARIPATA, Kevin
18 JULCAMORO SOLANO, Nickoll A.
19 LUCERO HUAMAN, Dandy Omar
20 LULICHAN CHALÁN, Jhonatan C.
21 MALAVER OCAS, Nancy Ximena
22 MANOSALAVA QUIROZ, Dayana
23 MARIN TERRONES, Claudia Esthepany
24 MENDOZA SANTAMARIA, Jhoseph
25 MERINO HUARIPATA, Dana Sofia
26 MURGA CUADRA, Maria Belen
27 PALOMINO TUFINO, Sergio A.
28 PAREDES MUÑOS, Heber Jared
29 REYNA QUITO, Luis Ángel S.
30 RONCAL SOLANO, José Manuel
31 SÁNCHEZ MINCHAN, Percy F.
32 SÁNCHEZ PCHAMANGO, Jackelin
33 SULLCA CHÁVEZ, Alberth Smith
34 TERRONES LLANOS, Roger A.
ESCALA VALORATIVA NUMÉRICA: ORAL ASSESSMENT
CRITERIA
SCORE
CAREFULLY
N°
PARTICIPAT
RATE WITH
THE CLASS
THE CLASS
LISTEN TO
PARTNERS
COLLABO
DEVELOP
OPINIONS
HE/SHE IS
PUNTUAL
STUDENTS´NAME
HAND TO
RESPECT
SIBILITY
HER/HIS
RESPON
HE7SHE
HE/SEHE IS PUNTUAL
RAISES
MENT
SHOW
E
ABANTO LINARES, Obed Isai
01
ABANTO CABELLOS, Janfranco
02
ALACANLTARA CERQUIN, Mardely Jhosely
03
HE/SHE RAISE HIS/HER HAND FOR PARTICIAPTE
04 BARBOZA SÁNCHES, Fiorela Janet
05 BARDALES LUDEÑA, Orlando E.
06 BECERRA TERAN, Kevin Jhoel
07 BECERRA VÁSQUEZ,César Rodrigo
CHÁVEZ QUISPE, Ricardo Gian Pierre LISTEN TO THE CLASS CAREFULLY
08
09 CUEVA CABANILLAS, Abi Abner
10 DIAZ ALIAGA, Emilly Nicolle
11 DIAZ SAUCEDO, Jhianeyra J. RESPECT PARTNERS OPINIONS
12 GAITAN URTEAGA, Fatima Del
Carmen
GIL CRUZADO, Alex Martin
13
14 GICOCHEA HUAMAN, Hector Jesús
GONZALES OCAS, Miriam Fiorela SHOW RESPON SIBILITY
15
16 HUAMAN CORTINA, Edgar Javier
17 JULCOMORO HUARIPATA, Kevin
18 JULCAMORO SOLANO, Nickoll
Alexandra
LUCERO HUAMAN, Dandy Omar COLLABO RATE WITH THE CLASS
19
LULICHAN CHALÁN, Jhonatan DEVELOP MENT
20
Cristian
MALAVER OCAS, Nancy Ximena
21
22 MANOSALAVA QUIROZ, Dayana
23 MARIN TERRONES, Claudia Esthepany
24 MENDOZA SANTAMARIA, Jhoseph
25 MERINO HUARIPATA, Dana Sofia
26 MURGA CUADRA, Maria Belen
27 PALOMINO TUFINO, Sergio Antonio
28 PAREDES MUÑOS, Heber Jared
29 REYNA QUITO, Luis Ángel Sebastián
30 RONCAL SOLANO, José Manuel
31 SÁNCHEZ MINCHAN, Percy Fernando
ANECDOTIC REGISTER
LISTA DE COTEJO
N° STUDENTS’ NAME Have your practices Develop the complete Present the notebook at Presents order and
Score
stacked in your notebook practice the moment indicated cleaning
SELF EVALUATION
NAME: DATE:
COEVALUATION SHEET
NAME: DATE:
INDICENT:…………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
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OBSERVER NOTE:………………………………………………………..
………………………………………………………………………………
OBSERVER
ORAL PRODUCTION EVALUATION RUBRIC (SPEAKING)
Area : English Trimer
Grade:3° Section: “B”
Name:……………………………………………………………………………………………
NAME: NAME:
CRITERIA OF EVALUATION _______ ________
_______ ________
INTERACTION
Understand the questions 3 3
FLUENCY
Interact fluidly 3 3
Interact by doing some pauses. 2 2
Interact with difficulty 1 1
ACCURACY
Use complete answers 3 3
Use answers giving only sentences 2 2
Give answers using only one word. 1 1
GRAMMAR
Use the language structures correctly 3 3
Sometimes he uses language structures correctly 2 2
Rarely do you use simple language structures correctly. 1 1
VOCABULARY
Use broad vocabulary 3 3
Use basic vocabulary 2 2
The vocabulary is limited 1 1
PRONUNCIATION
It understands what it says. 2 2
Most of the time you understand what it says. 1 1
He does not understand what he says. 0 0
ENTONATION
Does the intonation appropriate when it is a question or an affirmation 3 3
It almost always makes the right intonation when it's a question or an affirmation
2 2
TOTAL QUALIFICATION
RULES OF EVALUATION OF WRITTEN PRODUCTION (WRITING)
Name……………………………………………………………………………
INFORMATION
IDEAS
VOCABULARY
There are few errors in the order of words, pronouns, verb conjugations and use
of plurals 4
There are several errors in the order of words, pronouns, verb conjugations and
use of plurals 2
There are many errors in the order of words, pronouns, verb conjugations and
use of plurals 1
ORTHOGRAPHY
TOTAL QUALIFICATION
CHECKLIST
No Sometimes Yes