SESIÓN DE APRENDIZAJE N° 07 - 2023

I. DATOS INFORMATIVOS:

UNIDAD N° : 01
NIVEL : PRIMARIA
NOMBRE DE LA SESIÓN : UNIT 1: Review:
Reading and Writing: Describing people.
UNIT 2:
Vocabulary: Pronunciation of new words.
Listening: Places in the city.
Speaking: Play the mime game:
GRADO Y SECCIÓN : 3º A - B
PROFESOR : YENIXA NUÑEZ DIAZ
ÁREA : INGLÉS
FECHA : DEL 17 AL 21 DE ABRIL DEL 2023

II. PROPOSITOS DE APRENDIZAJE

Los estudiantes podrán describir a sus amigos.

COMPETENCIAS CAPACIDADES DESEMPEÑO CAMPO TEMATICO

Se comunica  Interactúa Interactúa en diversas situaciones orales con  Reading and Writing:
oralmente en estratégicamente otras personas en inglés formulando y Our team.
inglés como en inglés con respondiendo preguntas utilizando vocabulario
lengua distintos sencillo y pronunciación adecuada para su
extranjera. interlocutores. nivel.

 Project:
Learn how to do the
Lee diversos tipos Obtiene Obtiene información explicita ubicada en Project.
de texto en información del lugares evidentes del texto escrito en inglés
inglés. texto escrito en que es claramente identificada, con
vocabulario y expresiones sencillas.
inglés.
 Review:
Hair and faces, describing
Escribe en inglés Adecúa el texto en Desarrolla sus ideas en torno a un tema aunque people.
diversos tipos de inglés a la puede salirse de éste en ocasiones. Establece
textos. situación relaciones simples entre ideas usando algunos
comunicativa. conectores de adición y vocabulario sencillo así
como el uso de ilustraciones para contribuir
con el sentido de su texto.

ENFOQUE TRANSVERSAL Orientación al bien común

COMPETENCIA TRANSVERSAL Se desenvuelve en entornos virtuales generados por las TIC
III. SECUENCIA DIDACTICA:

ETAPAS TIEMP
ACTIVIDADES DE APRENDIZAJE RECURSOS
SUBTEMAS O
 Warm up Estudiantes
• Ask students to think of another student in the class without saying
who it is. Choose a student and ask him / her questions about the 20 Desarrollo
person they are thinking of, for example, Is it a boy or a girl? Has he min. guiado en clase
/ she got dark hair? Continue until the class can guess the
student.

INICIO
Warm up
• Play a game of Race the bear! (see Ideas bank page 155)
using a place in town that students know in English,
for example, park, hospital or supermarket.
• If you wish, ask the students to play the game in pairs.

PROCESO O
DESARROLLO Review:

Student Book page 17

1 Test yourself! How many words can you remember? Write.

• Ask students to look at the pictures and write down all the words Cuaderno
that they can remember to describe hair and faces and people. de trabajo

2 Which words can’t you remember yet? Check lesson 1 and 3.

Add them to 1.
• Ask students to look back at lessons 1 and 3 to see if they
remembered all the words. They add any words that they
missed to the table in exercise 1. Fichas digitales
facilitado por el
3 Choose and do two activities. Use your notebook. 50 docente.
• Allow time for students to read all the activities and choose min.
two that they want to do.
• Ask students to put up their hands if they chose the guessing
game. Make sure that each student who chose this activity is
sitting next to someone who also chose the activity. Move
students if necessary.
• Ask the students to complete the tasks. Walk around the class as
they work and help where necessary.

Student Book pages 18–19

1 Look, share, learn.

• Use the Classroom Presentation Tool to show the picture, or ask
students to look at the picture in their Student Book. Encourage
students to share their knowledge with the class by naming, in
English, some of the things they can see.
• Tell students that they are now going to learn eight new
words. If you are using the Classroom Presentation Tool,
present the new language using the interactive activity.

2 Listen, point and repeat.  027

• Play the recording for students to listen and point to the places
in the picture.
 • Play the recording again for students to repeat the words and
phrases.

3 Listen and say.  028

• Tell students that they are going to hear some sounds from the
different places in exercise 2. Play the recording for students to
listen and think about what each place is. Allow them to share ideas
with a partner.
• Play the recording again, pausing after each question for students
to say the name of the place.

4 Play the Mime game.

• Ask students to read the conversation. Explain that in the game,
one person mimes an activity from one of the places in exercise
2 for the other person to guess the place.
• Students play the game in pairs, taking turns to mime and ask
Where am I? for their partner to guess.

Cuaderno
5 Look at 2. Write the places on the map. de trabajo
• Ask students to look at the picture in exercise 2. Draw attention to
the bus and the tram. Show how they take a different route through
the city (the bus route is north of the park; the tram route is south of
the park). 20
• Now ask students to look at the map with the bus and tram routes min. Student book
marked. Explain that we can’t see what the places in town look like,
but they have the same shapes and are in the same position as
those in the picture in exercise 2.
CIERRE • Students look at exercise 2 and find the places that match the
(Activación shapes in the map. They write the names of the places. Smartboard
de
metacognició 6 Look at the map in 5. Take turns to say the next stop.
n) • Ask students to work in pairs. They take turns to follow the route of
the bus and the tram, and to say the names of the places they stop
at.

7 Listen and repeat.  029 Then ask and answer.

• Focus on the conversation. Play the recording, pausing after each
line for students to repeat.
• Ask students to look at the map in exercise 5 again. Choose a student
and ask How do I get to the restaurant – by bus or tram? Where is the
bus / tram stop?

EVALUACION
(Muestra de  Intervención oral y escrita. Oxford Enlgish
desempeño) hub
 Producción en clase y como actividad de refuerzo en casa.
Smartboard

Classroom
 TÉCNICA E  Lluvia de ideas, participaciones orales, exposición de sus producciones, desarrollo
INSTRUMEN guiado.
TOS DE  Ficha digitales de producción y cuaderno de trabajo.
EVALUACIÓN

BIBLIOGRAFIA:

https://englishhub.oup.com/myDashboard
Teacher's Resource Center
Classroom Presentation Tool
www.oxfordlearnersbookshelf.com
linkit.oxfordonlinepractice.com

Observaciones:
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