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Año de la Unidad, la Paz y el Desarrollo”

WEEK 24 DMPA N° 03

“KNOWING ABOUT THE INDIVIDUAL ORAL ASSESSMENT”

I. INFORMATIVE DATA :

1.1 COAR : UCAYALI

1.2 AREA : ENGLISH B HL
1.3 PEDAGOGIGAL HOURS OF THE DMPA : 2 HOURS
1.4 DATE : FROM 11TH TO SEPTEMBER 16TH
1.5 GRADE AND SECTION : 4TH ABCD
1.6 TEACHERS : LIZ AREVALO FACHIN, ARIF PATROCINIO
SOTO AMANTE, AMADO DANIEL PAIMA AMASIFUEN, ALEJANDRO TEOFILO
TOSCANO CASTILLO.

II. VÍNCULOS CON COMPONENTES TRANSVERSALES DEL PD

Vínculo con TDC Creatividad, Actividad y servicio

Interculturalidad Monografía

Mentalidad Internacional Principios pedagógicos

In many countries of the world they face corruption and this is an obstacle to the sustainable
development of many of them, bringing with it non-acceptance and respect for social, racial, cultural
and opinion differences. Therefore, the socioeconomic, population, educational and justice diversity
are affected. There is a need to be awake and aware of the backward society due to corruption.
Students will read and listen to stories and information about the negative impact caused by
corruption. And will they know to what extent corruption affects our society? We will also obtain
committed strategies linked to social organization.

III. PROPÓSITO Y EVIDENCIAS DE APRENDIZAJE

Competencias del Desempeños Campo temático Evidencias

área curricular

• Inan exchange, Students listen

participate by asking an audio and
Sharing the answer some
and answering
planet: Human questions.
questions about daily rights.
• Communicate orally activities, past
in a foreign language events, and topics of
personal interest.
• Critically read
various types of texts
in English that
present simple

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structures and some

• Reads different types complex elements
of texts in English as
a foreign language.
with everyday
vocabulary.
• Use orthographic
resources that allow
clarity in your texts.

• Writes different types

of texts in English as
a foreign language.

Competencias y capacidades Desempeños precisados

transversales

- Operating in virtual - Classify and organize the obtained information according

environments generated by ICT. to established criteria and cite the sources appropriately
-Gestiona información del entorno virtual. with efficiency and effectiveness.
- Interactúa en entornos virtuales.
- Managing your learning - It permanently reviews the strategies.
autonomously.
- Define metas de aprendizaje.

Enfoques transversales Acciones o actitudes observables

Estudiantes con la disponibilidad de proteger sus propios

Enfoque orientación al bien común bienes, materiales y de los demás.

IV. DESARROLLO DE LA SESIÓN DE CLASE:

DIA Actividades de la enseñanza-aprendizaje Recursos Tiempo

y
materiales

EYES ON ME
1. let´s observe the image. Then answer some questions
below.
1. What do you see in the picture?
2. Do you know about these characters
3. Did you watch the video about The Giver?

LET´S OBSERVE AND READ – Proyector 90 min

2. let’s read the extract from the book The Giver. Laptops
LET´S UNDERSTAND
03 Notebooks

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3. Let´s understand about the use of WILL and GOING TO. Internet

LET´S PRACTICE
4. Students answer the following questions according to the
extract.

LET'S CREATE AND SHARE

5. Students listen an audio after that they answer some
questions:
LET'S REFLECT –

6. Now let’s reflect on our own learning process.

V. VALORACIÓN DE LOS APRENDIZAJES

Competencia Criterios Evidencia Instrumentos e
(desempeños) evaluación

• In an exchange,
participate by Students listen an
asking and audio and answer
answering some questions.
questions about
• Communicate orally in
daily activities,
a foreign language
past events, and
topics of personal
interest. Worksheet
• Critically read Ckecklist
various types of Rubrics (Writing,
• Reads different types texts in English listening, speaking)
of texts in English as a that present
foreign language. simple structures
and some
complex elements
with everyday
vocabulary.
• Use
orthographic
resources that
• Writes different types allow clarity in
of texts in English as a your texts.
foreign language.

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UNIT N° 06
LESSON 03 – KNOWING ABOUT THE INDIVIDUAL ORAL ASSESSMENT
Class: 4th A, B, C and D Time: 90 Minutes Date:

Purpose: Students read an extract and listen an audio referred to the book The Giver.

Learning evidence: Students listen an audio and answer some questions.

EYES ON
ME .

Retrieved from: https://www.google.com/search?q=GIVER+THE+FILM+CHARACTERS.

Activity 01: let´s observe the image. Then answer some questions below.
4. What do you see in the picture?
…………………………………………………………………………………………………….

5. Do you know about these characters?

…………………………………………………………………………………………………..

6. Did you watch the video about The Giver?

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

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LET’S OBSERVE AND READ hdrd

Activity 02: let’s read the extract from the book The Giver.

EXTRACT – “The Giver” Chapter 7 (Pages 69, 70, 71) By Lois Lowry.

Poor Asher, who always talked too fast and mixed up words, even as a toddler. As a Three, eager for
his juice and crackers at snacktime, he one day said "smack" instead of "snack" as he stood waiting in
line for the morning treat.

Jonas remembered it clearly. He could still see little Asher, wiggling with impatience in the line. He
remembered the cheerful voice call out, "I want my smack!"

The other Threes, including Jonas, had laughed nervously. "Snack!" they corrected. "You meant
snack, Asher!" But the mistake had been made. And precision of language was one of the most
important tasks of small children. Asher had asked for a smack.

The discipline wand, in the hand of the Childcare worker, whistled as it came down across Asher's
hands. Asher whimpered, cringed, and corrected himself instantly. "Snack," he whispered.

But the next morning he had done it again. And again the following week. He couldn't seem to stop,
though for each lapse the discipline wand came again, escalating to a series of painful lashes that left
marks on Asher's legs. Eventually, for a period of time, Asher stopped talking altogether, when he was a
Three.

"For a while," the Chief Elder said, relating the story, "we had a silent Asher! But he learned."

She turned to him with a smile. "When he began to talk again, it was with greater precision. And now
his lapses are very few. His corrections and apologies are very prompt. And his good humor is
unfailing." The audience murmured in agreement. Asher's cheerful disposition was well-known
throughout the community. "Asher." She lifted her voice to make the official announcement.

"We have given you the Assignment of Assistant Director of Recreation."

She clipped on his new badge as he stood beside her, beaming. Then he turned and left the stage as
the audience cheered. When he had taken his seat again, the Chief Elder looked down at him and said
the words that she had said now four times, and would say to each new Twelve. Somehow she gave it
special meaning for each of them.

"Asher," she said, "thank you for your childhood."

The Assignments continued, and Jonas watched and listened, relieved now by the wonderful
Assignment his best friend had been given. But he was more and more apprehensive as his own

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approached. Now the new Twelves in the row ahead had all received their badges. They were fingering
them as they sat, and Jonas knew that each one was thinking about the training that lay ahead. For
some--one studious male had been selected as Doctor, a female as Engineer, and another for Law and
Justice--it would be years of hard work and study. Others, like Laborers and

Birthmothers, would have a much shorter training period.

Lowry, L. (1993). “The Giver”. New York Pages: ( 69,70,71)

LET’S UNDERSTAND
.
ACTIVITY 03: Let´s understand about the use of WILL and GOING TO.

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Murphy R., English Grammar in Use Fourth Edition Cambridge University Press 2012. Page: 46

LET’S PRACTICE
ACTIVITY 04: Students answer the following questions according to the extract.

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1. What do you think is the main idea from the extract?

…………………………………………………………………………………………………
2. What would be the title for the excerpt according to your opinion?
…………………………………………………………………………………………………
3. To what extent can we be disciplined?
…………………………………………………………………………………………………
4. What is the concept of discipline?
……………………………………………………………………………………………..
5. What is your impression of the extract?
……………………………………………………………………………………………..

LET´S CREATE AND SHARE

.
ACTIVITY 05: Students listen an audio after that they answer some questions:
1. What is the name of the book?
……………………………………………………………………………………………..
2. Who is the author?
……………………………………………………………………………………………..
3. What extract number is it?
…………………………………………………………………………
4. What are the prescribed themes in this extract?
……………………………………………………………………………………………..
5. Who are the characters?
……………………………………………………………………………………………..
6. What is your impression about the extract?
……………………………………………………………………………………………..

LET´S REFLECT

Activity 06: Now let’s reflect on our own learning process.

In this lesson, we learned … YES NO

To understand about the

extract form the book The
Giver.

To identify the grammar

section.

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References
-Retrieved from: https://www.google.com/search?q=GIVER+THE+FILM+CHARACTERS
-Lowry, L. (1993). “The Giver”. New York Pages: (69,70,71)
-Murphy R., English Grammar in Use Fourth Edition Cambridge University Press 2012. Page: 46

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ANNEX
PRESENTATION (3-4 minutes)

I am going to talk about the extract number forty from the book “The Fault in Our Stars” written by
John Green it is in chapter twenty-two.

I think this excerpt comes from the falling action of the story, as it describes Hazel's feelings and the
feelings of Gus's parents after his death, it also takes into account how the protagonist manages to
overcome the loss of a appreciate being.

Undoubtedly, this excerpt portrays a conflict concerning an individual versus nature that is clearly shown
when Hazel disagrees that Augustus is dead. In this excerpt, Gus's mother says: “He loved you so much,”
Gus’s mom said. “He really did. It wasn’t—it wasn’t puppy love or anything,” she added, as if I didn’t know
that.", which leads me to understand that Hazel was a bit resentful and a downer in her feelings as she
recognizes that he loved her very much but felt it was unfair that it happened that way.

In my opinion the main character Hazel Grace Lancaster is the one that stands out the most in the chapter
because it shows, how at the beginning she goes to the wake of Augustus (her beloved boyfriend) to give
her condolences for his death. She also meets Gus' parents and is greeted by them with a warm hug, then
Hazel returned the show of affection and told them: "He loved you so much, too," I said quietly. It's hard to
explain, but talking to them felt like stabbing and being stabbed. "I'm sorry," I said.", so the protagonist
regrets Gus' death and finds herself grieving because she does not know how to express the unconditional
love she had for Gus, so she decides not to utter another word.

In a nutshell, a theme that is developed in broad strokes is the protagonist's maturity to understand true love
and the message that could be highlighted is Hazel's ability to get through difficult times, such as Gus' death
for example throughout the excerpt.

I believe an important point is also how Gus' parents have the opportunity to express to Hazel how much
Gus loved her, to which she replies that he also loved them as a few words of comfort, it is also admirable to
discover in the book how Hazel has the opportunity to love despite the difficulties that come her way and
also how Gus was able to leave a mark in the memory of the people he loved the most.

Personally, the main themes are: unconditional love and death, because it tells us how through the death of
Gus, the deep love that Gus felt for Hazel and that he was even capable of giving his life for hers is
demonstrated more clearly. So, we can say that even though Gus will be separated from Hazel because of
his death, his sincere love was preserved in Hazel's heart and she will always remember him as her only
true love.

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