SESIÓN DE APRENDIZAJE N° 14 - 2023

I. DATOS INFORMATIVOS:

UNIDAD N° : 03
NIVEL : PRIMARIA
NOMBRE DE LA SESIÓN : UNIT 3:
Vocabulary: Let´s ask about Jobs.
Grammar: make sentences in affirmative and negative form of the Simple present tense.
Speaking: Let´s talk about the work we want to do.
GRADO Y SECCIÓN : 3º A - B
PROFESOR : YENIXA NUÑEZ DIAZ
ÁREA : INGLÉS
FECHA : DEL 12 AL 16 DE JUNIO DEL 2023

II. PROPOSITOS DE APRENDIZAJE

Los estudiantes hablarán sobre las profesiones y sus características.

COMPETENCIAS CAPACIDADES DESEMPEÑO CAMPO TEMATICO

Se comunica  Interactúa Interactúa en diversas situaciones orales con  Vocabulary: Let´s ask
oralmente en estratégicamente otras personas en inglés formulando y about Jobs.
inglés como en inglés con respondiendo preguntas utilizando vocabulario
lengua distintos sencillo y pronunciación adecuada para su
extranjera. interlocutores. nivel.

 Grammar: make
sentences in affirmative
Lee diversos tipos Obtiene Obtiene información explicita ubicada en and negative form of
de texto en información del lugares evidentes del texto escrito en inglés the Simple present
inglés. texto escrito en que es claramente identificada, con tense.
vocabulario y expresiones sencillas.
inglés.

Escribe en inglés Adecúa el texto en Desarrolla sus ideas en torno a un tema aunque  Speaking: Let´s talk about
diversos tipos de inglés a la puede salirse de éste en ocasiones. Establece the work we want to do.
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
COMPETENCIA TRANSVERSAL Se desenvuelve en entornos virtuales generados por las TIC
III. SECUENCIA DIDACTICA:

JUNE 12th
 ETAPAS TIEMP
ACTIVIDADES DE APRENDIZAJE RECURSOS
SUBTEMAS O

Warm up: Estudiantes

• Ask students to think about the game they played in the
INICIO Warm up. Ask What are we learning today? Choose a 20 Desarrollo
student to answer (jobs). min. guiado en clase
Ask students to look at page 32 of the Student Book and
find the learning objective: Let’s talk about jobs.

PAGE 34:

1 Listen and follow.  055 Then act.

• Focus on the pictures in the grammar cartoon. Choose a
student to tell you what they can see, for example, I can see
Tang and Omar. They are eating. Invite other students to share Cuaderno
their ideas about what is happening in the story. de trabajo
• Play the recording for students to listen and follow the grammar
cartoon.
• Ask questions to check understanding, for example, What time
is it for Tang and Omar? What time is it for Tang’s mum? What
does Tang’s mum do in the day? Where does she work? What is
her job? Fichas digitales
• Play the recording again for students to follow. facilitado por
• Ask students to work in pairs. One student takes the part of 50 el docente.
Tang, the other takes the part of Omar. min.
• Students act out the story in pairs. Walk around the class while
students practise, helping with pronunciation where
necessary.
PROCESO O • Ask some of the pairs to act out the story for the class.
DESARROLLO
2 Look, listen and learn.  056 Which question word do we use to
ask about time?
• Play the recording for students to listen and follow the
sentences in the grammar box. Draw attention to the question
words in bold. Ask Which question word do we use to talk about
time? (When). Once you have established the correct answer,
ask a different student, Which question word do we use to talk
about places? (Where)
• Ask students to work in pairs and practise the questions and
answers.
• Read the information in the Look! box to the class. For further
practice, use the activity below.

3 Listen and circle.  057 Then write the jobs.

• Ask students to look at the photos. Tell students that they are
going to hear conversations about the people. They must listen
and circle the correct words in the first two sentences.
• Play the recording, pausing after each conversation for students
to circle the words.

Cuaderno
 de trabajo
CIERRE 4 Look at 3. Ask and answer.
(Activación • Focus on the conversation. Choose a confident student to act 20 Student book
de out the conversation with you for the class.
min.
metacognició • Ask students to work in pairs. They take turns to choose a
n) person from exercise 3 and ask a question beginning with Smartboard
What, Where or When for their partner to answer.

 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

JUNE 14th

ETAPAS TIEMP
ACTIVIDADES DE APRENDIZAJE RECURSOS
SUBTEMAS O
Warm-up:
Estudiantes
• Play a game of Missing letters (see Ideas bank page 154)
INICIO with the words from lesson 1. 20 Desarrollo
• Point to the Vocabulary poster and go through the words min. guiado en clase
for students to check their answers.

PROCESO O
DESARROLLO PAGE 35:

5 Look, listen and learn.  058 How do we make negative

sentences? Cuaderno
• Play the recording for students to listen and follow. de trabajo
• Ask students to work in pairs to answer the question. Choose
a student to tell the answer to the class.
• Ask students to look at the explanation at the bottom of the 50
box. Read it with the class. Choose a student and ask When do min.
we use don’t? (in negative sentences with
I, you, we and they) When do we use doesn’t? (in negative Fichas digitales
sentences with he or she) facilitado por
el docente.
• Ask students to practise reading the sentences with their
partner.

6 Look and write He or She.

• Ask students to look at the photos. Ask questions about the
 people for different students to answer, for example, What does
he do? What does he wear? What does she wear? Where does she
work?
• Ask students to read the sentences and complete them with He
or She, using the information in the photos.

Cuaderno
CIERRE 7. Complete the sentences. de trabajo
(Activación Ask students to read the sentences and complete them with
the negative forms of the verbs in brackets. 20
de Student book
min.
metacognició
n)
Smartboard

 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

JUNE 16th

ETAPAS TIEMP
ACTIVIDADES DE APRENDIZAJE RECURSOS
SUBTEMAS O

Warm-up: Estudiantes

• Ask What are we learning about today? Invite 20 Desarrollo

different students to make suggestions. Encourage min. guiado en clase
them to use English, but allow them to use their own
INICIO language if they need to.
• Ask students to look at page 36 of the Student
Book and find the learning objective: Let’s talk about
the work we want to do.
• Ask students to work in pairs. They choose the job
they like best from the flashcards on the board and
tell their partner what it is.

PROCESO O
DESARROLLO PAGE 36:
 1 Listen, point and repeat.  059
• Focus attention on the poster. Choose a student and ask What’s Cuaderno
the poster about? (future jobs). Ask different students to point to de trabajo
a photo and tell you what they can see, for example, I can see a
man. He’s a sports coach. He’s talking to some children.
• Play the recording for students to listen, point to the pictures and 50
repeat the words. min.
• Play the recording again for students to point and say the
words. Fichas digitales
facilitado por
2 Listen and say.  060 el docente.
• Tell students that they are going to hear people talking about
their jobs. They must listen and complete the sentences with the
phrases from exercise 1.
• Play the recording, pausing at the end of each sentence for
students to complete it with the correct phrase.

3 Listen and number.  061 Then point and say.

• Ask the class to look at the pictures. Ask a different student to tell
you about each one, for example, I can see a boy. I think he’s
helping his grandma.
• Tell students that they are going to hear children talking. They
must listen and number the pictures to match the order that the
children speak in.
• Play the recording for students to listen and number.
• Play the recording again for students to complete or check their
answers.
• Go through the answers with the class. Then ask students to
work in pairs. They take turns to point to a person and tell their
partner about the job he / she wants to do, for example, She
likes cooking. She wants to be a chef.

Cuaderno
CIERRE 4 What do you want to do? Talk with your friend. de trabajo
(Activación • Focus on the conversation. Choose a confident student to
20
de read it aloud with you. Student book
min.
metacognició • Students work in pairs. They take turns to tell each other
n) what they want to do when they are older.
Smartboard

 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:
………………………………………………………………..................................................................................................