NÚMERO DE SESIÓN

96/2022

PLANIFICACIÓN DE SESIÓN DE APRENDIZAJE

TÍTULO DE LA SESIÓN

REVIEW AND CONSOLIDATION.

NÚMERO DE SESIÓN UNIDAD DIDÁCTICA NÚMERO DE SEMANA

96 (1 hora) Módulo 9 20

APRENDIZAJES ESPERADOS

COMPETENCIAS CAPACIDADES INDICADORES

 Interactúa y muestra interés en su  Intercambia información oportuna

Se expresa oralmente interlocutor.
 Infiere el significado de los textos
escritos.
Comprende textos escritos
 Elabora textos escritos utilizando
Produce textos escritos la teoría gramatical y el léxico
apropiado.
con su interlocutor acerca de
eventos pasados.
 Deduce el mensaje de diferentes
textos escritos para responder
preguntas acerca de eventos
pasados.
 Utiliza diversas estructuras
gramaticales y lexicales para
describir eventos pasados.

SECUENCIA DIDÁCTICA

INICIO (10 minutos)

 El docente ingresa al aula y saluda a los estudiantes diciendo: Good morning / Good afternoon, según sea el
caso.
 El docente agrupa a los estudiantes es grupos de cuatro para realizar la primera actividad.
 Cada grupo recibe un sobre con una historia cortada (anexo 1).
 Ellos tendrán que ordenar la historia y las imágenes.
 El primer grupo que termina de ordenar imágenes y texto, levanta las manos para que le docente verifique.
 El docente indica a los estudiantes que hoy realizarán un repaso de los temas trabajados en la semana.

DESARROLLO (25 minutos)

 El docente coloca la imagen de un semáforo en la pizarra y les pregunta si saben quién lo inventó y por qué
fue inventado.

 El docente coloca el siguiente texto en la pizarra y solicita a los estudiantes que lean la información en silencio.

In the early twentieth century, bicycles, automobiles, and horse-drawn

carriages all shared the streets. Without traffic signals, accidents often
happened. When Garret Morgan witnessed a bad accident, he deicded to do
something about it. In 1923, he invented a traffic signal with three positions:
stop, do, and all-direction stop. Operated by hand, it was used until the traffic
lights of today were introduced.

 Luego, se agrupa a los estudiantes en pares para que respondan a las preguntas:
- Who invented the trafic signals?
- When were they invented?
- Why were they invented?
 Estudiantes voluntarios responden a las preguntas en voz alta. Todos corrigen las respuestas.
 Luego, el docente dibuja en la pizarra el siguiente diagrama:

 Se solicita a los estudiantes que en pares escriban una oración en cada casillero.
 El docente explica a los estudiantes qué es una idea principal y qué es una idea secundaria antes que puedan
realizar la actividad. El docente monitorea la actividad y ayuda a los estudiantes a llegar a las siguientes
respuestas.

 El docente entrega una ficha de aplicación para ser trabajada en la sesión.

 Los estudiantes resuelven el ejercicio y al término del tiempo determinado, todos devuelven la ficha al docente
para que sea corregida.
 En caso no alcance el tiempo, se puede llevar la ficha de tarea.
CIERRE (15 minutos)

 El docente solicita a los estudiantes que se junten en grupos de cuatro para realizar una actividad lúdica
(Simple Past Board Game). Para ello, se les entrega el juego impreso en cartulina, de ser posible, y un dado
(anexo 2).
 Los estudiantes utilizar un objeto pequeño para que los represente en el juego. El estudiante lanzará el dado y
de acuerdo al número que saque avanzará los casilleros. En cada casillero que el estudiante pare, deberá
responder a la pregunta que figura.
 El docente modela algunos ejemplos para verificar que hayan comprendido la actividad.
 Gana el estudiante que responda apropiadamente las preguntas y llegue al casillero Finish.

Metacognición:
REVIEW AND CONSOLIDATION.
What I knew What I learned today What I need to reinforce

TAREA A TRABAJAR EN CASA

➢ No se asigna tarea para la casa.

RECURSOS

 Pizarra
 Plumones o tizas
 Papelógrafos con diversa información escrita
 Flashcards
 Ficha de aplicación
 EALES, F. & OAKES, S. (2011). Speak Out Elementary Workbook. England, Pearson Education Limited.
ANEXO 1
ANEXO 2
 WORKSHEET
Name: ________________________________________ Date: _________________
Teacher: ______________________________________

1. Read the text. Then choose the best title for it:
a. “Work and friendship don’t mix.”
b. “Film star tomances.”
c. “Famous friends.”

Article taken from Speak Out Workbook

2. Read the text again. How do the starts know each other? Are they friends from
childhood (C), friends from work (W), or doesn’t the article say (?)? Tick the correct
box. Sometimes two answers are posible.

C W ?
Leonardo and Tobey 
Justin and Britney
George and Brad
Kate and Leonardo
3. Read the text ans answer the questions:
Old Inventions
A. Music Cassette
Music cassettes which
inside have a ribbon of
magnetic tape were
mostly used in cars up
until the mid-1990s, and
before that in the 1980’s with Walkmans and
at home. You could buy them with music on
them, or buy ones and record your own
music onto them. These have been replaced
by MP3s and CDs.
B. Black and white TV
Early TVs could not show
color, and it was not until
1954 that the first color TVs
were introduced. They were
very expensive, so most people really did not
have color TVs until the 1970s. We now have
large LCD TVs which are much larger and
have a clearer picture.
C. Floppy Disk
The floppy disk was a way of storing
and moving computer data. They
were very unreliable and could not
hold much data. These days they
have been replaced with USB sticks and
DVDs.
D. Telegraph and Morse code
This technology was
developed in about 1837
and was used from the
1850s for at least one
hundred years. This technology has been
replaced by email and the internet, and
before that by the FAX machine.
E. Film camera
The film camera was also
developed in the 1830s,
from ideas that had been
around for hundreds of
years before. These days we
use digital cameras and smart phones to take
1. Which four items were invented in the 1800s?
pictures, but some people still think film
looks better and use film
cameras today.
F. Sony Walkman
In the 1980s many people had a
Walkman. You could listen to a
store bought cassette on it or
make your own cassette ‘mix’ from the radio
or from another cassette. These days we use
MP3 players or smart phones. 30 years ago
people were very excited when they could
first walk along and listen to their favorite
music.
G. VHS cassette
Similar to Music
cassettes in how
they worked, but
much bigger, VHS
cassettes were used for watching movies on
your TV with a VHS player called a VCR.
There were many rental shops to rent
movies, or you could record your favorite TV
shows from the TV. These days DVD players
have replaced them.
H. Typewriter
Typewriters were
invented in the 1830s
and were used up until
the 1980s, when they
were replaced by
computers. Many
journalists and writers used them, but they
are not as convenient as computers.
I. Vinyl record
Dating from around 1890
Vinyl records have tiny
grooves and a needle on
the record player reads the
music. Vinyl records are
still used today. Many DJs and music lovers
still prefer their sound to a CD or a MP3.
Vinyl records come in three common sizes
and have three possible speeds.
______________________
2. Which two items use a Magnetic ribbon tape? ______________________

3. Which two items are still popular today? ______________________

4. Which item was very unreliable? ______________________

5. Which two items are used together? ______________________

6. Which item was mostly used in cars? ______________________

7. On which item could you write a book? ______________________

8. Which item has the longest history? ______________________

9. Which item helped people to walk and listen to their favorite

music at the same time? ______________________

10. What item comes in three possible sizes? ______________________