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EDUCATIONAL INSTITUTION
school
UGEL - district
INITIAL - PRIMARY - SECONDARY

SESSION NUMBER
1/10

LEARNING SESSION PLANNING

TITLE OF THE SESSION Daily Routines
Teacher: Saskia Harumi Huamani Llantoy
Area: English
No. of Bimonthly / Unit Number: 1st Bimester/ Unit 1
Grade and Section: 2nd "A".
Date: May 17, 2024
Time: 45 minutes
LEARNING PURPOSE:
GRADE LEVEL PERFORMANCES EVIDENCE AND/OR ASSESSMENT TOOL
COMPETENCIES AND
AND/OR SPECIFIED LEARNING PRODUCT
CAPABILITIES OF THE AREA
PERFORMANCES
- Identifies sentences
in the present simple Active participation
affirmative in a short in an oral activity
text and recognizes where they
Reads various types of texts in common words and describe their daily Checklist: To evaluate
English as a foreign language expressions related routine using the the correct identification
- Obtains information to daily routines. Present Simple and use of the
from written text. - Explain and describe Affirmative.
grammatical structure
- Infer and interpret how the present presented in the
Completed
information from written simple affirmative is worksheet.
worksheet with
text. used to talk about multiple sentence
- Reflects and evaluates habits and routines, identification and Rubric: To assess
the form, content and providing examples production accuracy and fluency in
context of the text. from the text read exercises. oral activity.
(e.g., I wake up, I go
to school, I eat
breakfast).
-
CROSS-CUTTING COMPETENCIES/SKILLS
It operates in virtual environments generated by ICTs.
⮚ Create virtual objects in various formats
Manages their learning autonomously
⮚ Define learning goals

DIDACTIC SEQUENCE
START ( 10 minutes)
● Motivation

The teacher greets the class and asks them to reflect on their daily routines. They are asked to mention the activities
they do each day.
The teacher proposes a game and draws a "Routinometer" on the board to see how similar or different our routines are.
In this Rutinometer we are divided into 3 levels: the first one; fixed routines, the second one; routines that we do almost
always and the third one; routines that we do sometimes. The student will reflect in this way: "I'm going to place myself
in level 1 because my routine is pretty fixed: 'I always do the same thing.' For example, every day I wake up at 6 am
and eat breakfast at 7 am.

● Recovering Previous Knowledge

The teacher asks, "Do you remember how we describe our daily actions in English? What words do we use to
talk about things we do every day?"
Ask for volunteers to give examples of daily actions using the present simple (e.g., "I wake up at 7 am", "I eat
breakfast", "She goes to school").
The teacher writes these examples on the board and underlines the verbs in the present simple affirmative.
She relates the students' answers to the structure of the present simple affirmative (subject + verb +
complement).

● Cognitive Conflict
The teacher writes an incorrectly structured English sentence on the board (e.g., "She wake up at 6 am"). She
asks, "Is this sentence correct, what do we need to change to make it correct?" In this way she gives way to
better explain the correct grammatical structure in the development of the class.

DEVELOPMENT ( 20 minutes)

The teacher uses the previous error as an opportunity to review the correct structure of the present simple affirmative.
Explain the grammatical rule of the present simple affirmative (add -s or -es to the third person singular). And give the
answer of the previous example, which is "she wakes up at 6 am".
The teacher explains: "Now we are going to review how to form the present simple affirmative. The basic structure is:
Subject + Verb + Complement. For example: 'I drink milk every morning.' In the third person singular (he, she, it), we
add an 's' or 'es' to the verb. For example: 'She drinks milk every morning.'"
The teacher writes several examples on the board, both in the first person and in the third person.
"I go to school", "He goes to school", "They play soccer", "She plays soccer".
The teacher begins a guided reading by distributing a short text: A paragraph describing a person's daily routine.
The teacher gives instructions: "Let's read together this text about Sarah's daily routine. I want you to underline all the
sentences in the present simple affirmative that you find."
The teacher asks the students to read aloud with their classmates. She asks them which options they underlined, the
students give the answers and shows them some examples similar to the one in the reading.

● Management and Accompaniment

- Active Supervision: As students work on the worksheet, the teacher observes their progress, offers help
when needed, and answers questions.
- Individual Feedback: Provides individualized feedback to correct errors and reinforce learning.
- Encouraging Collaboration: Encourage students to discuss their answers in pairs or small groups,
fostering collaborative learning.

CLOSING ( 15 minutes)
 ● Evaluation
- It is evaluated by means of a small practice with multiple-choice exercises.
● Metacognition
- The teacher prompts the student to ask: What did I learn, how did I learn it, and what did I learn it for?

HOMEWORK
- Write a text of 8 sentences using the simple past tense.

MATERIALS OR RESOURCES TO BE USED

For the student:
- Notebook
- Desk supplies

For the teacher:

- Rogers, Louis; Scrivener, Jim; White, Genevieve (2017) Personal Best A2 Elementary. United Kingdom.
Richmond Publishing.

- Application sheet

______________________________ ______________________________

Director
PRACTITIONER

______________________________ ______________________________

Deputy Director PRACTICE MANAGER UCSS

ANNEXES