SESIÓN DE APRENDIZAJE N° 06 - 2023

I. DATOS INFORMATIVOS:

UNIDAD N° : 01
NIVEL : PRIMARIA
NOMBRE DE LA SESIÓN : UNIT 1:
Reading and Writing: Our team.
Project: learn how to do the Project
Review: hair and faces, describing people.
GRADO Y SECCIÓN : 3º A - B
PROFESOR : YENIXA NUÑEZ DIAZ
ÁREA : INGLÉS
FECHA : DEL 10 AL 14 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
INICIO Warm up
• Play a game of What’s she doing? (see Ideas bank Estudiantes
 page 152) to review free time activities students have 20 Desarrollo
learned about in levels 1 and 2. min. guiado en clase
• Choose different students around the class and ask
What do you do at the weekend / after school?
Lead-in
• Ask the class to look at the photos and try to
work out which countries they will be learning
about today
(Australia and Mexico). If there is a map in the
classroom, ask students to find the two countries on it.
• Ask students to look at page 14 of the Student Book
and find the objective. Write it on the board: Let’s
learn about clubs and teams in Australia and Mexico.
• Ask students to work in pairs or small groups. They
discuss in their own language which clubs and teams
they belong to.
• Choose students to tell you about themselves and
their partner or group.

PROCESO O
6. Look at the photos. Which club or team is Diego in?
DESARROLLO • Focus on the photo of Diego. Ask Which country is Diego
from? (Mexico).
• Ask students to look at the rest of the photos and think
about which club or team Diego is in. Elicit the answer from a
chosen student.
Cuaderno
de trabajo
7. Listen and read.  024 Who is Diego’s best friend?
• Play the recording for students to follow the text in their books.
• Allow students to discuss the question, Who is Diego’s best
friend? with their partner before you elicit the answer.

Fichas digitales
8. Read again. Write T (true) or F (false). facilitado por el
• Ask the students to read through the statements. 50 docente.
• They read the text again. They work in pairs to mark the min.
sentences true or false.

9 Read and circle the adjectives describing size.

• Read the rule in the Look! box about adjective word order with the
class.
• Ask students to look at the list of adjectives and circle the ones that
describe size.

10 Complete the sentences.

• Focus attention on the example. Ask the class why the
adjective short comes before fair (because it describes size).
• Check understanding, and if further explanation is needed, do
more examples as a class. Say I’ve got green eyes. They are big.
Write gapped sentence I’ve got
eyes. on the board. Elicit the adjectives in the correct
order. Repeat with a second example such as I’ve got long hair.
It’s curly.
• Ask students to complete the sentences in their
Student Book.
 11 Write a description of your friend. Go to your Workbook page 13.
• Ask students to turn to page 13 of their Workbook and
complete exercises 3 and 4 before writing their description
of their friend in exercise

Project
CIERRE Cuaderno
(Activación Warm up de trabajo
• Ask students to think of another student in the class
de
without saying who it is. Choose a student and ask
metacognició him / her questions about the person they are
n) thinking of, for example, Is it a boy or a girl? Has he / 20
she got dark hair? Continue until the class can guess min. Student book
the student.
• Ask students to play the game with a partner.

Listen and read. Learn how to do the project. Smartboard

 025
• Play the recording for students to listen and follow the

2 Watch the video.  What does the boy in the

description look like?
• Play the video for the students.
• Allow thinking time for students to discuss
what they remember about what the boy looks
like with a partner. Then choose students to
share their ideas with the class.
• Play the video again for students to check their answers.

3 Listen and follow.  026 Then do the puzzle with the

class.
• Play the recording for students to listen and follow.
• Ask students to work in groups to solve each other’s puzzles.

Review:

1 Test yourself! How many words can you

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

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.

3 Choose and do two activities. Use your notebook.

• Allow time for students to read all the activities and choose
 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.

 Intervención oral y escrita. Oxford Enlgish

EVALUACION hub
(Muestra de  Producción en clase y como actividad de refuerzo en casa.
Smartboard
desempeño)
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:
………………………………………………………………..................................................................................................