SESIÓN DE APRENDIZAJE N° 05 – AÑO 2017

GRADO ÁREA UNIDAD SESIÓN HORAS

4TO INGLÉS IMAGINE AND 05/08 02
CREATE

TITULO DE LA SESIÓN
THERE WAS UPON A TIME…

APRENDIZAJES ESPERADOS
COMPETENCIAS CAPACIDADES INDICADORES CAMPO TEMÁTICO
Produce textos diversos Elaborar cuentos  Pone en práctica las
con adecuación, utilizando su instrucciones y Past of the verb
cohesión y coherencia imaginación o conocimientos “to be” and Simple
sobre temas de interés tomando como vertidos en clase. Past
personal y social, referencia las  Redacta el texto I was…
teniendo en cuenta su experiencias vividas en narrativo con She walked…
propósito comunicativo su entorno personal, creatividad y
y el de los destinatarios. familiar o al contexto claridad. Connectors
de su comunidad,  Utiliza diversas First, second, then,
respetando las reglas expresiones y finally…
de ortografía. adecuado
vocabulario.

DIDACTIC SEQUENCE
BEGINNING (10 minutes)
 The teacher greets the students in the foreign language
 The teacher starts saying the following phrase: When I was a kid, my favorite tale
was…”The Red Riding Hood”. After this, the teacher starts telling the tale briefly using
sequenced flashcards in order to the students can contextualize and follow the thread
of the story.
 Then, the teacher asks students: Now, can you tell me what your favorite tale was?
This way, students will be motivated to participate and give their comments about
the topic with enthusiasm and interest.
MIDDLE (40 minutes)
 The teacher shows and sticks a kind of short comic strip on the board related to the
fable “The Tortoise and the Hare” (the size of this material is around 70x100
centimeters and it is compound of a picture with a short text below). As this story is
divided in 6 parts, the teacher ask some voluntaries to read each part. After, the
teacher starts analyzing the structure of the story beside the students and focusing
on key words, expressions, connectors, and the past tense. This way, students will
identify the main expressions, structure, and steps to write a short story.

 After the explanation, the teacher gives the students the first activity of the lesson,
but this will be in groups of 5 students. First, the teacher provides a disordered short
 comic strip and a piece of paper for each group. Second, the teacher gives the
following instructions for the activity and writes them on the board:
-Cut out the comic (in 6 parts).
- Underline the key words and connectors.
-Arrange the sequences according to the right sequence (the content of each
part).
- Stick the sequenced pictures on the piece of paper.
After 10-15 minutes, the teacher stops the activity and starts analyzing the previous
work beside the students to correct and clarify possible doubts.

 Now, the teacher gives the second activity to the students, but this time will be
individual and have a high level of difficulty. First, the teacher gives each student
another short comic strip and a piece of paper; and like the previous activity, they will
have to cut out, arrange, and stick the pictures. However, this time the students have
to fill the blank spaces with the key words that the teacher will write on the board.
After 15 minutes, the teacher stops the activity, asks the students to exchange their
works, and starts checking the answers together.
ENDING (20 minutes)
 Finally, the teacher asks each student write their own story. For this activity, the
teacher gives them a sequence of pictures with a small box below each image to
write their story according to what they observe using their imagination, creativity
and the skills developed in class. The students have to consider the structure, the
right Tense (Past Tense), phrases and key words given during the class.

Metacognition
The students answer the following questions:

 What did I learn?

 How did I learn?

TAREA A TRABAJAR EN CLASE

Escribir un cuento que tenga como base una experiencia vivida por el estudiante tomando
en cuenta lo desarrollado en clase.

MATERIALES O RECURSOS A UTILIZAR

La pizarra (White board), material impreso, plumones e imágenes (big flashcards).

EVALUACIÓN
CRITERIOS INDICADORES INSTRUMENTOS
 Comprensión de  Utiliza adecuadamente
Textos las reglas gramaticales.
 Producción de  Demuestra claridad, Ficha de Observación
Textos creatividad y síntesis de
ideas.

Tacna, 14 de Noviembre del 2017

 Materials

BEGINNING ACTIVITY

MIDDLE ACTIVITY

1st
2nd

3rd
 Words to write on the board
ACTIVITY

ENDING ACTIVITY