NATIONAL UNIVERSITY OF TRUJILLO

Fac ion PROGRAM TO

communication Sciences

(ANP[REDN[D]7/AJE D)EWIOST[R/ANIZVVIA\ ® D SESSION

YO. GENERAL DATA:
1.1 Educational Institution: “Florencia de Mora de Sandoval”
1.2 District : Huamachuco
1.3 Area : English
1.4 Cycle : VI
1.5 Grade/Section : 1st “C” Shift: Tomorrow
1.6 Theme : Identifying school objects
1.8.-Date : April 24, 2009
1.9 Duration : 2 hours
1.10. Teacher : Ligia Gastañadui Acevedo
1.11. Trainer : Rosa Hernandez Mendoza
1.12.Transversal theme : Education for success and health.

II. CAPABILITIES AND ATTITUDES:

AREA CAPACITIES KNOWLEDGE EXPECTED LEARNING
■ EXPRESSION AND ORAL The verb to be School objects Identify the objects in the classroom.
COMPREHENSION There is-there are Pronunciation
■ READING and intonation Vocabulary related Extract relevant ideas from the text about
COMPREHENSION to the topic classroom objects.
■ TEXT PRODUCTION
Describe your classroom
ATTITUDES TOWARDS THE AREA
Respect the rules established in the classroom for a better coexistence interaction. Shows initiative in
learning activities developed in the area.

III . DIDACTIC SEQUENCE:

TIME
PROCESS ACTIVITIES / STRATEGIES MME
Motivation:
Strategies to activate prior knowledge.
The class is motivated by the narration of a case:
“I found a pencil case out of the classroom.
Whose this pencil case?”
Ask yourself some questions to explore your prior knowledge: Image
What things are there in this pencil case?
START ■The information is reinforced with the help of real objects to bluetag
facilitate its understanding. (Appendix No. 1)
Cognitive conflict : flash cards
■With the help of the students, short sentences are made
about the objects in the classroom. Board
Students answer the following questions:
Is there a pen in the pencil case? Markers
Yes, there is./ No there is not.
Speck 20 minutes
Are there rulers in the pencil case?
Yes, there are./ No there are not.
The topic and the capabilities to be developed are declared.
Knowledge construction box paper
Strategies and techniques for information processing
Show a box that contains many School objects.
Divide the class into two groups. Ask for a volunteer. flash cards
Play guessing game.
One group has to ask questions and the volunteer has
two answer them. If the answer is “yes” the group has to Dictionary
continue masking questions. If the volunteer says “no”,
MED book
DEVELOPMENT
 NATIONAL UNIVERSITY OF TRUJILLO
Fac ion PROGRAM TO
communication Sciences

the other group star to ask questions. And so on Learning

Application
Strategies for the transfer of what has been learned:
Look for a partner; ask each other a question about what
Papers
things are there in his/her backpacks (Use IS/ ARE
THERE…?). Role play the conversation bluetag down jackets
Assessment
The evaluation is systematic throughout the process.
Assessment strategies
CLOSING
■Metacognition is done by answering the questions: What did
we learn today? How have we learned? Has what I learned
been easy or difficult? What values did I practice? Will what I 50 minutes
have learned help me?
■They evaluate group work.
Extension/transfer strategies
■They carry out prior coordination for a subsequent exhibition
by researching another character from their locality that they
admire the most.
■Thank you for your participation. 10 minutes

SAW. ASSESSMENT:
____/ Of capabilities and attitudes:
EVALUATION
CRITERIA EVALUATION INDICATORS
INSTRUMENTS
EXPRESSION AND Identify classroom objects displayed in the classroom.
ORAL Observation sheet
COMPREHENSION
READING Extract relevant ideas from the text about classroom Practice sheet
COMPREHENSION objects through the underlining technique.

PRODUCTION OF Describe your classroom on a piece of paper. Checklist

TEXTS

• Attitudes towards the area:

ATTITUDE OBSERVABLE BEHAVIORS INSTRUMENTS
TOWARDS THE
RespectAREA the rules Listens assertively to the interventions of his
established in the colleagues.
classroom for better Wait your turn to participate.
interaction of Observation Guide
coexistence.
Co-evaluation sheet
Sample initiative Contributes with ideas, opinions, suggestions and
in the activities of constructive criticism for the good results of group
learning work.
developed in the area. Participate by developing the exercises in the
classroom.
Correct your mistakes.
Submit your homework in a timely manner.

VIII. BIBLIOGRAPHY:
• For teachers:
- MINEDU, English (Santillana)
- Merriam-Webster INC. Webster's School Dictionary
• For students:
- MINEDU, English Secondary, Ed, Santillana
- University of Chicago, English – Spanish / Spanish – English
- Miguel Oré de los Santos, Learning English I
 NATIONAL UNIVERSITY OF TRUJILLO
Fac ion PROGRAM TO
communication Sciences

APPENDIX N° 1

Name
Lund 10 Man CM2
:
Grade
No .:
_

Hsore - Géographe
*Make questions using the vocabulary you have in the picture. Follow the example.

There are two books ?

Is t here a __________

_______________________________________________________________?

_______________________________________________________________?
 NATIONAL UNIVERSITY OF TRUJILLO
Fac ion PROGRAM TO
communication Sciences
_______________________________________________________________?

?
 NATIONAL UNIVERSITY OF TRUJILLO
Fac ion PROGRAM TO
communication Sciences

APPENDIX N° 2

Write possible questions:

Example:
1. Is there a chalk?
2. ___________________
3. ___________________
4. ____________________
5. ___________________
6. ___________________
7. ___________________
8. ___________________
9. ___________________
 NATIONAL UNIVERSITY OF TRUJILLO
Fac ion PROGRAM TO
communication Sciences

APPENDIX N° 3
OBSERVATION GUIDE

DEGREE: ….. …………………………………... DATE: ....................................................

TEACHER: …………………………………………. Subject: …………………………………………………..
Expression and oral Reading
AREA CAPACITY Text production
comprehension Comprehension
Identify the objects in the Extract the ideas Describe your classroom
I NDICATORS
classroom. relevant of the text
about classroom objects.
Mention class Use there is and Underline the Use text production
Answer comprehension Organize the ideas to
objects there are to describe relevant ideas from strategies
questions related to write a short
your living room the text referring to
reading clearly and descriptive text about
the objects in your
ITEMS Q coherently
room. Q your living room Q

Names and
surnames 2 – 4 - 6 – 8 - 10 2 – 4 - 6 – 8 - 10 2 – 4 - 6 – 8 - 10 2 – 4 - 6 – 8 - 10 2 – 4 - 6 – 8 - 10 2 – 4 - 6 – 8 - 10

No.
1

APPENDIX N° 4
SELF-ASSESSMENT FORM

INDICATION. -READ THE FOLLOWING INDICATORS AND MARK WITH AN X ACCORDING TO YOUR
PERSONAL CRITERIA .
Student: ……………………………………………Area: English Grade/Section:_______

INDICATORS Always Sometimes

Hardly ever
■ Did I show curiosity in the development of
activities?
■ Was I consistent in the assigned work?
■ Do I express my ideas without attacking to
the
the rest
■ Did ? the
I respect opinions of my
companions?
■ Did I participate in the activities entrusted to the
work group?
 NATIONAL UNIVERSITY OF TRUJILLO
Fac ion PROGRAM TO
communication Sciences

APPENDIX N° 5

ATTITUDE OBSERVATION GUIDE TOWARDS THE AREA Area: English Grade and
Section…………
INDICATORS

Qualify
SURNAMES AND NAMES D 0-4 E 0-
No. At 0-4 B 0-4 C 0-4
4

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
24
25
INDICATORS:
A. Shows interest in the activities carried out.
B. He strives to complete his assigned work.
c. Express your ideas without attacking others
D. Respect the points of view of your colleagues.
AND. I participated in the activities entrusted to the working group
 NATIONAL UNIVERSITY OF TRUJILLO
Fac ion PROGRAM TO
communication Sciences
APPENDIX N° 1

What is her name? _______________________________

How old is she ?

Where is she from?

What is her name?

How old is she ?

Where is she from?

What is his name? ___________________________

How old is he ? ____________________________

Where is he from? ____________________________

APPENDIX N° 2
 NATIONAL UNIVERSITY OF TRUJILLO
Fac ion PROGRAM TO
communication Sciences
Expression and oral Reading
AREA CAPACITY Text production
comprehension Comprehension
Extract information Choose information Write short texts about
staff of famous people's staff characters
I NDICATORS
famous characters famous people they
admire
ITEMS Q Complete the text with Q They organize their Use strategies for Q
Answer questions the information from the Identify relevant trips to write a text text production
Discuss with your related to reading reading about famous ideas through the about famous people
classmates about with people underlining
famous people clarity technique
Names and
No. surnames 2 – 4 - 6 – 8 - 10 2 – 4 - 6 – 8 - 10 2 – 4 - 6 – 8 - 10 2 – 4 - 6 – 8 - 10 2 – 4 - 6 – 8 - 10 2 – 4 - 6 – 8 - 10
1

GUIDE
OF OBSERVATION

DEGREE: ….. DATE: ....................................................

…………………………………... Issue:
TEACHER:
APPENDIX N° 3

ATTITUDE OBSERVATION GUIDE

DEGREE: º… …
TEACHER: …………………………………………………………………… AREA: English
ISSUE: …………………………………………….. DATE:

Respect the rules Shows initiative in learning activities

ATTITUDES established in the classroom developed in the area.
for better coexistence
interaction.
ORDER NO.

AVERAGE

Observable behavior Listen assertively Wait your turn to Contribute with Participate by Respect the
the participate. ideas, developing the customs of
interventions of opinions, suggestions exercises in the foreign cultures
his companions. and constructive criticism classroom.
for the good results of
group work.
SURNAMES AND NAMES
(1 – 2 – 3 – 4) (1 – 2 – 3 – (1 – 2 – 3 – 4) (1–2–3–4) (1–2–3–4)
1
2
3
4
5
6