LEARNING SESSION PLAN FOR THE PROFESSIONAL.

QUALIFICATION EXAM

I. INFORMATIVE DETAILS:

1.1. Educational Secondary

1.2. Level:
Institution:

1.3. Cycle: VI 1.4. Grade: Third

1.5. Group: “A” 1.6. Date: 10/07/2023

1.8. Probable 45 minutes

1.7. Starting time: 7:00 a.m.
Time:

1.9. Trainer’s name:

1.10. Specialty: Foreign languages

1.11. Evaluation
Jury:

II. CURRICULAR DATA:

2.1. Curricular Area: English as a foreign language

2.2. Title of the lesson: what does she do?

Identify the use of the verb ‘do/does’ in the present

2.3. Purpose of the session: simple tense and learn its correct pronunciation.

2.4. . Transversal approach: Learning with excellence approach

2.5. Transversal Competence: Manage their own learning in an autonomous way

2.6. Area Approach: Communicative Approach

2.7. Thematic field: Present simple

III.- FORMATIVE ASPECTS:

Evaluation
Evaluation
Competence Capacity Performances Technique/
Criterion
Instrument

Organizes and - Organize key -Organize and use -Systematic

develops vocabulary and relevant structures Observation
WRITE
pertinent structures. to make a text
DIVERSE ideas in a
about “what does
TYPES OF
coherent and she do?” using the -Observation
TEXTS IN
-Make a written present simple with guide
ENGLISH cohesive
text about present adequate cohesion.
AS A
FOREIGN manner. events.
LANGUAGE

Product Write a dialogue using the present simple.

IV.-DIDACTIC SEQUENCE:

Activities Methodological Strategies Resources Time

and Materials
• Teacher greets students and stablishes
agreements for the class (Motivation)
Board
INPUT • Students see a poster about present events
and answer some questions (Previous Pictures
knowledge).
• Students and teacher stablish the purpose Word cards
of the lesson.
Flip chart
• Students share their answers.
• Teacher monitors students’ ideas. Handout 15
• Teacher asks students a question: minutes
(Cognitive Conflict) How do we use the
present simple
to say: What does she do?
Activities Methodological Strategies Resources Time
and Materials
Learning Construction .Identify and
organize
• Teacher gives the students the class pertinent
handouts. structures.
• Students start to develop the first
activity; they look at the words and
draw a line from each verb to its
.Organize key 25
picture.
vocabulary and
• Students and teacher correct the pertinent minutes
answers. structures.
• Students choose the simple present to
match the picture with the correct
sentence. .Make a
• Students order the following questions written text
by adding do or does. about past
• Students add do or does to make events.
questions and do, don´t, does or doesn´t
PROCESS
to make short answers.
• Students and teacher correct the .Make a text
answers. about past
Application events with
cohesion
• Students work in pairs and write a
dialogue using information about their
school day.
• Students correct and check their
answers.
• Students correct and check their
answers with the teacher.

• Students pay attention to the grammar chart.

METACOGNITION
• Students answer the following questions: 5
OUTPUT Handout
• What did you learn today? minutes
• How did you feel with the class?
V. REFERENCES:
METHODOLOGY BOOKS
Spratt, M., Pulverness, A. & Williams, M. (2011). The TKT (teaching knowledge test) Course.
Cambridge
Second Edition.
Harmer, J. (2004). How to teach English. Pearson Education. First Edition
Saslow, J. & Ascher, A. (s.f.). TOP NOTCH English for Today’s World. (Second Edition).
Pearson Education, Inc.
LANGUAGE BOOKS
Longman dictionaries. (1989). Longman Active Study Dictionary of English (15ª ed.).

Cajamarca, 21 de agosto del 2023

Mg. Liliana Guzmán Terrones Lisset Milagros Huamán Espejo

Jurado Bachiller
 What does she do?
ANNEX 1:
1. Draw a line from each verb to its picture.

COOK

EAT

GO

LIKE

PLAY

READ

WORK

WRITE

DRIVE

WASH
2. Match the picture with the correct sentence.

• She does wash her clothes.

• She does go to school.

• He does read a poem.

• He does play the piano but he

doesn´t play the guitar.

• She does work at the weekend.

• Angela doesn't drive to work. She

goes by bus.

3. Order the following questions by adding do or does.

4. Add do or does to make questions and do, don´t, does or doesn´t to make short
answers.

5. Work in pairs. Write a short dialogue using do and does.

A: _________________________________________________________________
B: _________________________________________________________________
A: _________________________________________________________________
B: _________________________________________________________________
A: _________________________________________________________________
B: _________________________________________________________________
A: _________________________________________________________________
B: _________________________________________________________________
A: _________________________________________________________________
B: _________________________________________________________________
A: _________________________________________________________________
B: _________________________________________________________________
• Read their dialogue in front of the class.
6. Students pay attention to the grammar charts.

7. Answer the following questions.

● How did you feel with the class?
………………………………………………………………………………………
………………………………………………………………………………………

● What did you learn today?

………………………………………………………………………………………
………………………………………………………………………………………