Carpeta Peda

HIMNO INSTITUCIONAL
Sobre el viento y el Ande entonemos,

nuestro himno de fe y gratitud
y entusiastas con triunfo brindemos
al colegio trabajo y virtud
I
Mi Colegio Antonio Urrelo
es templo de ciencia y virtud
Cajamarca es nuestro digno suelo
sol y raza civismo inmortal
II
Enclavada en la Sierra Peruana
nos orienta la Universidad
brazo y mente haciendo el mañana
y el y Progreso de luz y verdad
III
Si incaicos legaron la herencia
y españoles la sangre y blasón
crisol se formó en la conciencia
y es peruano corazón
IV
Que el esfuerzo a través de la historia
te otorguen nobleza y honor
el estudio te de lauros y gloria
construyendo futuro mejor
LETRA: Prof. Manuel Rosaza
MÚSICA: Prof. Amorós Briones
“CONSAGRAR LA VIDA EN
DEFENSA DE LA VERDAD”
DIAS
ÚTILES
BIMESTRE DURACIÓN SEMANAS HORAS
I 1 de marzo al 12 de mayo 10 48
II 15 de mayo al 21 de Julio 10 42
Vacaciones escolares de medio año 24 de Julio al 07 de Agosto
III 07 de agosto al 13 de octubre 10 54
IV 16 de octubre al 22 de Diciembre 10 38
TOTAL 40 182
TRIMESTRE
DESCRIPCIÓN
Primero Segundo Tercero
Fecha de inicio 13/03/17 19/06/17 02/10/17
Fecha de término 09 /06/17 29/09/17 22/12/17
Semanas 13 13 12
Horas por
78 78 72
trimestre
COMPROMISO PERSONAL
Me comprometo a asumir una

educación que fomente el respeto, entre
los estudiantes, a formar mentes libres
e independientes preparadas para el
futuro, también me comprometo a dar
lo mejor de mí, de mis conocimientos.
Atentamente:
PROFESORA: Katherine Casas Cueva

“AÑODEL DIÁLOGO Y LA
RECONCILIACIÓN NACIONAL”
INSTITUCIÓN EDUCATIVA EXPERIMENTAL
“Antonio Guillermo Urrelo”
PROGRAMACIÓN ANUAL
Área: Inglés
Nivel: Secundaria
GRADOS Y SECCIONES:
Tercero “A” “B”
N° DE HORAS SEMANALES: 02 Horas
AÑO ESCOLAR: Marzo a Diciembre del 2018

Docent
e:
Katherine Casas Cueva

Cajamarca, Marzo del 2018
PLANIFICACIÓN ANUAL
I. GENERAL INFORMATION:
1. DRE :Cajamarca
2. UGEL :Cajamarca
3. Institución Educativa Experimental :“Antonio Guillermo Urrelo”
4. Área Curricular :Inglés
5. Nivel : Secundaria
6. Grado :Tercero
7. Sección : “B”
8. Número de horas semanales :2 horas
9. Duración :40 semanas
10. Fecha de Inico :7 de marzo
11. Fecha Final :16 de diciembre
12. Director :Lic. Elmer Pisco Huaycochea.
13. Profesora :Ruth Noemi Azañero Murillo.
II. DESCRIPCIÓN GENERAL
La sociedad de la información y del conocimiento, la globalización de la economía y la cultura y

el acelerado desarrollo de la ciencia y la tecnología exigen a los ciudadanos enfrentar nuevos
escenarios, problemas y desafíos para desarrollarse como persona, para ejercer la ciudadanía
global, continuar estudios, trabajar en contextos globales y tener acceso a la información
actualizada en tiempo real. Una de estas exigencias es que los ciudadanos debemos ser competentes
en el idioma inglés pues el conocimiento de este idioma permite mejorar la calidad de vida.
Podemos afirmar que se trata de la lengua del mundo actual es la gran lengua internacional,
una “lingua franca”. Comunicarse en Inglés hoy es una necesidad más, quien no domina esta
lengua está en clara desventaja. El idioma Inglés se ha convertido en el idioma global de
comunicación por excelencia, uno de los de mayor uso en el mundo.
En el marco del fortalecimiento de la mejora de la educación en el Perú se busca asegurar la calidad
de los procesos de enseñanza aprendizaje, cobra especial importancia la enseñanza del idioma
Inglés como herramienta que le brinda al estudiante un abanico de posibilidades como acceso a
8
la información de primera fuente, continuar con sus estudios profesionales y posibilidades laborales
en el ámbito nacional e internacional impulsando el uso de las nuevas tecnologías de la información
y comunicación para la eficaz interacción de los estudiantes y docentes en contextos sociales,
culturales y económicos diversos.
En la Jornada Escolar Completa, el área Inglés propone un nuevo modelo de enseñanza del idioma
con cinco horas de estudio sem anales tres (03) de las cuales son presenciales y dos (02) virtuales
al que se denomina Modelo Mixto (Blended), en él, la tecnología y el docente funcionan de manera
integrada y con roles específicos. En las sesiones “uno a uno” de interacción estudiante-
computador/software se interioriza la lengua, y en las sesiones presenciales, el docente dinamiza y
propicia el desarrollo de las habilidades lingüísticas de manera integrada.
Esta nueva propuesta se sustenta en los enfoques metodológicos de la enseñanza del idioma Inglés:
 Enfoque comunicativo.- Busca desarrollar la competencia comunicativa, la cual se
sustenta en un conjunto de procesos y conocimientos lingüísticos, discursivos,
socioculturales y estratégicos que el hablante-oyente de una lengua pone en juego para
producir o comprender discursos adecuados a la situación y el contexto de comunicación.
 Enfoque centrado en la acción.- Adoptado por el Marco Común Europeo de Referencia para
las Lenguas. Considera a los usuarios y estudiantes como miembros de una sociedad, que
deben realizar tareas de manera individual o grupal, empleando sus competencias
específicas para obtener un resultado concreto en un determinado contexto.
 Enfoque intercultural.- Adoptado en contextos europeos en un marco curricular coherente
entre lengua y cultura, centrado en el aprendizaje de inglés como lengua extranjera, con
conceptos como actitud intercultural, habilidad de interpretar, relacionar, descubrir,
interactuar, y conciencia crítica cultural.
 Enfoque en el marco de CALL (Computer Assisted Language Learning).- Sustentado
por impulsores de la “tecnología como mediadora”, que conciben que el ambiente virtual
de aprendizaje con materiales centrados en el estudiante para que interactúen
individualmente, con práctica y repetición frente al computador, en línea, en red física o
estación de trabajo, con pizarra digital, móviles y otros. Todo ello constituye una gran ayuda
para los profesores que facilitan el aprendizaje de inglés.
 Enfoque neurocientífico.- Se basa en los estudios sobre la forma cómo el cerebro adquiere
lenguaje, y según los cuales se configura como un proceso automático subconsciente, por
lo que adquirir cualquier lengua sigue un proceso similar al de adquirir la lengua materna.
Al respecto, Knowles, en su teoría “Reconocimiento jerárquico y recurrente – RHR”,
sostiene que el cerebro reconoce patrones para agrupar y procesar los inputs de lenguaje en
fragmentos cada vez mayores, lo que constituye la base para lograr la fluidez oral de una
lengua y las competencias de comu nicación. La secuencia de aprendizaje es:
familiarización – reconocimiento – comprensión – práctica – dominio – revisión –
automaticidad.
9
El programa a ejecutar se denomina EDO (English Discoveries Offline) y se desarrolla en 180
horas pedagógicas organi zadas en diez (10) unidades didácticas que comprenden treinta y seis
unidades (EDO), que desarrollan las habilidades lingüísticas en Inglés, y favorecen el desarrollo
de la competencia comunicativa.
Esta propuesta está homologada a los estándares internacionales del Marco Común Europeo de
Referencia para las lenguas (MCER) y busca que nuestros estudiantes logren llegar al nivel A1
como mínimo, lo que se conoce como usuario básico.
En este grado se espera que el estudiante alcance lo que el MCER propone para el nivel A1 que a
continuación se detalla:
COMPETENCIA LINGUISTICA GENERAL.Tiene un repertorio muy básico de expresiones
sencillas relativas a datos personales y a necesidades de tipo concreto.
DESCRIPTOR DEL NIVEL. Es capaz de comprender y utilizar expresiones cotidianas de uso
muy frecuente así como frases sencillas destinadas a satisfacer necesidades de tipo inmediato.
Puede presentarse a sí mismo y a otros, pedir y dar información personal básica sobre su domicilio,
sus pertenencias y las personas que conoce. Puede relacionarse de forma elemental siempre que su
interlocutor hable despacio y con claridad y esté dispuesto a cooperar.
 Reconoce palabras y expresiones muy básicas que se usan habitualmente, relativas a sí
mismo, a su familia y a su ent orno inmediato cuando habla despacio y con claridad.
 Comprende palabras y nombres conocidos y frases muy sencillas, por ejemplo las que hay
en letreros, carteles y catálogos.
 Participa en una conversación de forma sencilla siempre que la otra persona esté dispuesta
a repetir lo que ha dicho o a decirlo con otras palabras y a una velocidad más lenta y le
ayude a formular lo que intenta decir.
 Plantea y contesta preguntas sencillas sobre temas de necesidad inmediata o asuntos muy
habituales.
 Utiliza expresiones y frases sencillas para describir el lugar donde vive y las personas que
conoce.
 Escribe postales, cortas sencillas, por ejemplo para enviar felicitaciones.
 Completa formularios con datos personales, por ejemplo su nombre, su nacionalidad y su
dirección en el formulario del registro de un hotel.
10
SITUACIÓN PROBLEMÁTICA:
Bimestre Situación Problemática
Comportamiento inadecuado llevado a la agresividad

Los estudiantes de la IE Nuestra Señora de Guadalupe, muestran actitudes agresivas físicas
Primer y verbales con sus pares; debido al incumplimiento de las normas de convivencia, al escaso
manejo de las emociones, de las habilidades sociales por la influencia negativa de los medios
de comunicación así como de su contexto, que le presentan inadecuados modelos de
conducta. Ante esta situación la comunidad educativa se propone trabajar determinados
temas (demanda educativa del área) y valores pa ra fomentar la sana convivencia teniendo
Segundo en cuenta el Plan de Mejora.
Inadecuados hábitos de higiene ambiental
Tercero En nuestra IE, se observa desperdicios (papeles, envolturas, cascaras de frutas, etc.) en las
aulas, patios y servicios higiénicos. Esta situación se ha generalizado a pesar de que existen
tachos de basura distribuidos en el local escolar. Esto no favorece la salud ni la formación
integral del estudiante, porque evidencia comportamientos inadecuados para el tratamiento
de residuos sólidos, ante tal situación la comunidad educativa se propone también trabajar
determinados temas(demanda educativa del área) y valores
Cuarto
11
LOS VALORES
Bimestres Valores Priorizados por Actitudes/ comportamientos

Bimestre
Es cortés en su trato
Emplea vocabulario adecuado
Cuida la propiedad ajena
Cumple con los acuerdos y normas establecidas
I RESPETO
Escucha las sugerencias y opiniones de sus pares
Es puntual
Cumple con las tareas que se le asigna
Cuida el patrimonio institucional
Contribuye con el orden y la higiene del aula y la IE.
II RESPONSABILIDAD Cumple con las normas del aula y de la IE.
Actúa sin discriminar a sus pares

Acepta la diversidad y la promueve
Es abierto al diálogo y promueve el diálogo como
herramienta para solucionar los conflictos
III TOLERANCIA Respeta las ideas de los demás
Ayuda a los compañeros

Comparte sus útiles escolares
Muestra disposición al trabajo colaborativo
IV SOLIDARIDAD
Comparte sus conocimientos y experiencias
12
n
III
IV
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OR
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MY
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de la
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REVIEW
UNIDAD
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UNIDAD
UNIDAD
UNIDAD
UNIDAD
UNIDAD
WRONG
REVIEW
Nombre
AROUND
(situació
MEET ME
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ROUTINE
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UNIDAD 0
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INDUCTIO
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UNIDAD X
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Duració
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SESIONES
SESIONES
SESIONES
SESIONES
SESIONES
SESIONES
SESIONES
SESIONES
SESIONES
SESIONES
SESIONES
X
X
X
X
X
X
X
Identifica la intención del interlocutor
ORALES
X
X
X
X
X
X
Infiere el significado de los textos orales
X
X
X
X
X
X
X
X
X
Discri mina infor mación relevante

COMPRENDE TEXTOS
X
X
X
X
Interpreta el contenido del mensaje escuchado
X
X
X
X
X
X
X
X
X
Expresa con claridad ideas, sentimientos hechos.
X
X
X
X
X
X
X
X
X
X
Interactúa mostrando interés en

SE EXPRESA
ORALMENTE
su.interlocutor
13
X
X
X
X
X
X
X
X
X
Utiliza estratégicamente variados recursos
X
X
X
X
X
X
X
X
X Identifica la intención del autor

X
X
X
X
X
X
X
ESCRITOS
Infiere el significado de los textos escritos.

X
X
X
X
Discri mina infor mación relevante y comple

COMPRENDE TEXTOS
mentaria
X
X
X
X
X
X
X
Interpreta el contenido del mensaje

X
X
X
Organiza sus ideas de manera coherente según el

tipo de texto.
X
X
X
ESCRITOS
Redacta textos escritos de manera clara y

coherente, adecuando el registro a la
situación o municativa.
PRODUCE TEXTOS
X
X
X
X
X
X
X
X
X
X
Elabora textos escritos utilizando la teoría

gramatical y el léxico apropiado.
UNIDAD/SITUACION DURACIÓN CAMPOS TEMÁTICOS PRODUCTOS
SIGNIFICATIVA (Semanas/sesiones)
Unidad I Introduction
MEET ME
 Normas de convivencia
 Saludos y despedidas
 Presentación personal
Las personas se comunican utilizando  Reconoce objetos de clase Diálogo
frases y expresiones cotidianas que le  Reconoce y representa los
permiten saludar, presentarse, solicitar números
información, hablar sobre sus intereses,  cardinales del 1 al 20
interactuar con sus pares para entablar  Gramática: Verbo To be
conversaciones en diferentes contextos. This/that
What’s your name? Where do you live?  These/Those There is/ There are
How old are you? 20 sesiones
U1: All about me
 Presentación personal
 Números cardinales 21 -100
 Hoja de aplicación
 Gramática: Verbo To Be
Hoja de aplicación
14
U2: Supermarket Shopping Dramatización
 Ordena comidas
Unidad II
 Describe a la familia
MY ROUTINE  Preposiciones de lugar
 Gramática: Verbo To Be
Dentro de los contextos en los que nos
desenvolvemos, estamos rodeados de U3: My day
diferentes personas con las cuales
interactuamos en nuestro día a día. What
20 sesiones  Describe su rutina
time do you get up? What does she do in the  Describe profesiones y ocupaciones
afternoon? Do you eat fruits and  Hora
vegetables? What are you going to eat?  Tarjetas postales
Cartas y notas
 Gramática: Presente Simple Wh-
questions
15
Unidad III U4: At the doctor Diálogo
WHAT I NEED  Describe síntomas, dolencias y
enfermedades
 Describe partes del cuerpo
 Días de la semana
En la ciudad, encontramos distintos lugares
 Gramática: Presente Simple
que podemos visitar, así como diferentes
personas quienes nos brindan servicios con U5: Shopping for clothes
los cuales satisfacemos nuestras necesidades
básicas. How do you feel today? Can I help  Redacta cartas informales y notas
you? What are you wearing today?  Describe la vestimenta
 Colores
20 SESIONES
 Meses del año
 Gramática: Presente Simple Diálogo E-mail
U6: A place to live Dramatización

E-mail
 Identifica ideas principales y secundarias en
Unidad IV
textos
WHERE TO GO  Describe las partes de la casa y mobiliario
 Redacta email
Saber comunicarnos es saber expresar  Gramática: Presente Simple
nuestros deseos, ideas, opiniones y gustos, pero
también es entender a las personas con las U7: Going out
cuales convivimos. How many bedrooms do
 Describe actividades de tiempo libre
you want? Do you like Italian food? What do
you like doing? Where do you want to go?  Dialoga sobre sus preferencias
 Lugares de la ciudad
20 SESIONES E-mail
 Gramática: Presente Simple. Whquestions
16
VÍNCULOS CON OTRAS ÁREAS
La Unidad Didáctica I “Meet me” se vincula con el área “Persona, familia y relaciones
humanas”, porque los estudiantes al hab lar sobre sí mismos ponen en evidencia su
autoconocimiento y comparten información de su persona e identidad con los demás. Asimismo,
las actividades planteadas en esta unidad les permiten interactuar con otras personas, iniciar
conversaciones y establecer relaci ones con compañeros en diferentes contextos.
La Unidad Didáctica II “My routine” desarrollar la competencia de “Expresión oral” del área
de “Comunicación” en los estudian tes buscando que ellos brinden información personal sobre las
rutinas que realizan. Además, está conectada con el área de “Formación ciudadana y cívica” pues
el estudiante reconoce que pertenece y participa activamente de una comunidad mediante la
interacción rutinaria con otro s.
La Unidad Didáctica III “What I need” tiene como propósito desarrollar la competencia
comunicativa en situaciones cotidianas. A través de
diversas dinámicas de juego de roles (role-play), se brindan espacios para el intercambio afectivo,
valorativo, de información, entre otros. Todo ello está vinculado al área “Persona, familia y
relaciones humanas”, dado a que las relaciones interpersonales forman parte del proceso de
socialización y se dan en diferentes entornos de la vida.
17
La Unidad Didáctica IV “Where to go” permite desarrollar la capacidad de expresión
de ideas, la cual se relacio na con el área de “Comunicación” donde los estudiantes tienen la
oportunidad de expresarse oralmente utilizando recursos expresivos estratégica mente
manteniendo un hilo temático.
La Unidad Didáctica IV “What do you think…?” propone actividades relacionadas con el área
“Persona, familia y relaciones humanas”, al presentar situaciones en donde se toman decisiones
de acuerdo a intereses, necesidades, preferencias y estilo de vida. Estas actividades permiten a los
estudiantes establecer relaciones con otros, ejercitar el derecho de la libertad, expresar opiniones
y saber aceptar las ideas de los otros.
La Unidad Didáctica V “REVIEW” permite a los estudiantes interactuar con sus compañeros
desarrollando las habilidades comunic ativas a
través de sesiones de repaso simulando diferentes situaciones comunicativas en diversos
contextos.
18
La Unidad Didáctica VI “Right or Wrong” los estudiantes comparten las habilidades que
poseen, así como sus hobbies y preferen cias, lo que se vincula con el área “Persona, familia y
relaciones humanas”, especialmente con la competencia de “Construcción de la autonomía” ya
que toda persona posee necesidades e intereses propios, los cuales contribuyen al desarrollo de la
personalidad e identidad. A su vez, estas actividades se vinculan con el área de “Formación
ciudadana y cívica” al presentar situaciones relacionas con diferentes valores como la justicia, la
libertad, la honestidad y el respeto y las consecuencias de los actos humanos.
La Unidad Didáctica VII “What do you think...?” propone actividades relacionadas con el área
“Persona, familia y relaciones humanas”, al presentar situaciones en donde se toman decisiones
de acuerdo a intereses, necesidades, preferencias y estilo de vida. Estas actividades permiten a los
estudiantes establecer relaciones con otros, ejercitar el derecho de la libertad, expresar opiniones
y saber aceptar las ideas de los otros.
La Unidad Didáctica VIII “Leave me a message” está vinculada con el área de “Comunicación”
al presentar diferentes tipos de t extos, tanto orales como escritos, que sirven para la interacción e
intercambio de información entre personas. Los estudiantes desarrollan su capacidad de
comprensión de textos en distintos contextos y producen textos informales con el fin de transmitir
informa ción y expresar ideas y sentimientos.
19
La Unidad Didáctica IX “Getting around” está relacionada con el área “Persona, familia y
relaciones humanas” porque busca que los
estudiantes participen en actividades de dialogo y dinámicas de juego de roles (role-play) con el
fin de propiciar espacios de interacción en donde compartan experiencias, estilos de vida y
preferencias. También, se vincula con el área “Comunicación” ya que se presen tan textos con
información visual y cuyo propósito es desarrollar estrategias comprensión de textos en los
estudiantes. La Unidad Didáctica X “REVIEW” permite a los estudiantes.
La Unidad Didáctica X “REVIEW” permite a los estudiantes interactuar con sus compañeros
desarrollando las habilidades comunic ativas a
través de sesiones de repaso simulando diferentes situaciones comunicativas en diversos
contextos.
PRODUCTO ANUAL IMPORTANTE
Presentación de logros de competencias en el marco del Día del logro: Role plays, Sing the song, etc
20
ESTRATEGIAS DIDÁCTICAS
a.) Communicative and cognitive strategies IMPROVEMENT PLAN ( PLAN DE MEJORA)
Resource Material
b. Metacognitive Strategies:
Handwriting
Writing Task
Strategie Fast Writing
Suggested questions
s for Brainstorming ¿Para qué…?
writing Feedback On Written Work
¿Qué estrategias empleas?
Strategies
Jigsaw Listening for ¿Qué ayuda necesitaré?
Discuss the general idea plannin
Predict the structure Strateg
g ¿Estoy comprendiendo?
Gist listening attitude ies for
Strategie ¿Qué dificultades tengo?
s for Top dow control
¿A quién puedo acudir?
Listening Listening for complex
meaning Strateg ¿Que aprendí?
Strategie Skimming (General) ies
¿Cómo lo aprendí?
s for Scanning (details)
for
Readin Intensive reading ¿Sobre qué aspecto
evalua
g Role plays necesito más
tion
Acting From A Script
información?
Communication Games
Prepared Talks c. Support or affective strategies
Audio Lingual
Strategie
Communicative Approach
s for
Speaking Lexical Approach
Support
or Resource/ Material/ Activity
affectiv
e Relaxation and
concentration: Brain Gym
21
LINEAMIENTOS DE EVALUACIÓN
La evaluación se realiza en dos procesos distintos: por un lado se evalúan las competencias
y por otro lado se evalúan las capacidades. las competencias se evalúan con los indicadores
de desempeño establecidos para cada nivel o estándar del mapa de progreso respectivo y
las capacidades se evalúan con los indicadores de evaluación de las capacidades.
LA EVALUACIÓN SERÁ:
EVALUACIÓN FORMATIVA: Porque mediante la evaluación identificamos las
dificultades, necesidades y los logros de aprendizaje de los estudiantes durante el proceso
pedagógico, esto nos ayuda a retroalimentar los aprendizajes esperados sobre la marcha.
EVALUACIÓN CRITERIAL: Porque se mide, compara, evalúa y califica en función de
los aprendizajes previstos o esperados, a través de un conjunto de indicadores previamente
definidos, ello permite observar qué, cómo y hasta donde un estudiante ha desarrollado los
aprendizajes.
EVALUACIÓN CUALITATIVA: Porque se privilegian los procesos de aprendizaje
antes que los resultados; se buscan valorar y explicar descriptivamente lo que sabe hacer
el estudiante respecto de lo que debiese saber hacer (aprendizajes previstos).
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TÉCNICAS E INSTRUMENTOS
TECNICAS INSTRUMENTOS
 Observaciones espontáneas  Portafolio

 Observación sistemática  Rúbricas
 Pruebas Escritas  Ficha de observación
 Pruebas objetivas de desempeño  Guía de práctica calificada
o ejecución  Organizadores gráficos y
 Ejercicios de tareas y visuales mapa mental otros
prácticas individuales y
grupales
 Conversaciones y diálogos
 Role playing
23
MATERIALES Y RECURSOS
PARA EL DOCENTE:
- Mapa de Progreso - Matriz de contenidos (Scope and sequence A1)
- Guía del docente (Teacher´s Guide)
- Guía docente EDO (Teacher´s Book)
- Guía para uso del sistema EDO (Teacher Management System (TMS)
- Cuaderno de trabajo (Workbook)
- Cuaderno de respuestas del Workbook (Workbook Answer Key)
- Computadora portátil
- Separatas
- Pizarra
- Marco Común Europeo de referencia para las lenguas
- RSG N°2060-2014 MINEDU Lineamientos para la implementación de la

enseñanza del Idioma Inglés en las Instituciones
Educativas Públicas de Educación Básica Regular.
PARA EL ESTUDIANTE:
- Cuaderno de trabajo (Workbook)
- Software English Discoveries Offline
- Computadora portátil
- Audífonos y micrófonos
- Mouse
24
“INSTITUCIÓN EDUCATIVA EXPERIMENTAL”
AREA: INGLÉS
Título de la Unidad
“I FEEL SICK ”
Docent
e
Katherine Pamela Casas

Cueva
Cajamarca, Marzo del 2018
25
PLANIFICACIÓN DE LA UNIDAD DIDÁCTICA 01
I. DATOS INFORMATIVOS:
1. I.E.E : “Antonio Guillermo Urrelo”
2. Área :Inglés
3. Nivel : A2
4. Grado y Secciones : 3° “A”, “B”
5. Inicio : 12/03/18
6. Término : 27/04/18
7. Nº de sesiones : 20
11. Profesora : Katherine Pamela Casas Cueva
II. TÍTULO: “ I FEEL SICK”
SITUACIÓN SIGNIFICATIVA
La vida exige tomar constantes decisiones pero también ofrece distintas opciones a elegir.
Inclinarse por una alternativa puede ser un tema de gustos y preferencias.
Where did you get it? What do you want? What do you eat?
26
APRENDIZAJES ESPERADOS:
COMPETENCIA CAPACIDA INDICADORES

D
Reconoce la intención Reconoce la intención del emisor
del interlocutor. en un texto oral.
Identifica ideas principales Identifica información específica

y secundarias. en un texto.
Comprende
textos orales
Comprende el contenido Reconoce vocabulario específico
del texto escuchado. en diferentes textos orales.
Expresa con claridad Utiliza expresiones léxicas

ideas, sentimientos y básicas para darse a entender.
hechos.
Interactúa para solicitar o Intercambia información
brindar información. oportuna con su interlocutor.
Se expresa
oralmente
Utiliza estratégicamente Interactúa utilizando expresiones
variados recursos o estructuras simples.
expresivos.
Identifica ideas principales Identifica información específica
y secundarias. en un texto.
Comprende
textos escritos Utiliza la información leída
para fines específicos. Clasifica palabras según categorías.
Elabora textos escritos Utiliza diversas estructuras

Produce utilizando la teoría gramatical y gramaticales y lexicales según
textos el léxico apropiado. la situación Comunicativa.
escritos
27
CAMPO TEMÁTICO
FUNCTION GRAMMAR VOCABULARY

Unit 1 Buying and Selling
 Da y brinda información personal
Verbo To Be en Pasado
 Identifica y utiliza un vocabulario
relacionado a la compra y venta de Llamada telefónica:
productos
 Compra diferentes productos ofertas
Compra y venta de
productos
Unit 2 Healthy Eating

Sustantivos: Contables
 Identifica el mensaje de un show radial Comida

Cuantificadores
 Identifica la idea principal e ideas

e Incontables
secundarias de un artículo Dietas

 Expresa sus gustos y disgustos por la
comida Show radial
 Pregunta sobre sus preferencias en
PRODUCTOS IMPORTANTES:
Respondiendo a la situación significativa tendremos como resultado los productos: diálogo y
dramatización. Todo esto se logrará en 20 sesiones de una hora pedagógica.
28
EVALUACIÓN
EVALUACIÓN
SITUACIÓN DE
COMPETENCIAS CAPACIDADES INDICADORES
EVALUACIÓN
 Comprende
Unit 1 Reconoce la Comprende información
textos orales
intención del relacionada a compras.
Buying and Selling interlocutor
Reconoce la intención del
Shopping . emisor en una llamada
telefónica.
Phone Sales
Comprende el Reconoce el lenguaje
 Comprensión oral contenido del texto apropiado que utiliza un
escuchado. mensaje de voz.
Wrong Color
Identifica ideas Identifica la idea principal y
Life on my Street
principales y detalles de una historia.
 Comprende textos secundarias.
 Comprensión de
escritos Utiliza las expresiones de tiempo e
textos
Utiliza información información de una historia para
leída para fines entender su secuencia lógica.
 Se expresa específicos.
 Expresión oral Intercambia información
oralmente
oportuna con su interlocutor
Interactúa para para expresar sus gustos.
solicitar o brindar
información.
Dress From Paris

Wrong Number  Se expresa oralmente Expresa con Utiliza expresiones léxicas
claridad ideas, básicas para participar en un
 Expresión oral sentimientos y diálogo dando o recibiendo
hechos. cumplidos.
Reconoce la intención del emisor
dando la información correcta
sobre números telefónicos.
Reconoce la
intención del
interlocutor.
29
Review Produce Elabora textos escritos Aplica la estructura gramatical del
textos escritos utilizando la teoría pasado simple.
Piece of Cake gramatical y el léxico
apropiado.
Producción de Se expresa Intercambia información
textos oralment e Interactúa para oportuna con su interlocutor para
solicitar o brindar ofrecer o aceptar un ofrecimiento.
Expresión oral
información.
Produce Elabora textos Utiliza sustantivos correctamente

Nouns: Non-
textos escritos escritos utilizando la y en diversas situaciones
Count, Count
teoría gramatical y el comunicativas.
Nouns and
Quantifiers léxico apropiado.
Aplica la estructura gramatical de
Review cuantificadores.
Producción de
textos.
30
RECURSOS Y MATERIALES EDUCATIVOS PARA EL DOCENTE
- Programación anual
- Software EDO
- Cuaderno de trabajo (Workbook EDO)
- Hojas de aplicación (handouts)
- Realia
- Flashcards
- Scope and Sequence A1
- Teacher´s guide (Guía del docente)
- Teacher´s book (Guía del docente EDO)
- Teacher Management System TMS (Guía para el uso del Sistema EDO)
- Cuaderno de trabajo –Respuestas (Answer key –Workbook)
- Páginas web de Internet
- Equipos audiovisuales (sólo si fuera posible en las clases presenciales)
- Marco Común Europeo de Referencia para las Lenguas.
PARA EL ESTUDIANTE:
- Software EDO
- Computadora portátil (Laptop)
- Audífonos y micrófono
- Cuaderno de trabajo (Workbook EDO)
- Diccionario inglés - español
- Útiles de escritorio: cuaderno, lapicero, regla, colores, tajador, lápiz, plumones.
Cajamarca, marzo 2018
Mg. Katherine Casas Cueva
31
32
LEARNING SESSION N° 1
1. Educational Institutional :”Antonio Guillermo Urrelo”
2. Area :Foreign Language-English
3. Grade :Third Grade
4. Section :”B”
5. Class time :2.30-4.00
6. Number of Students :36
7. Date :06/06/2018
8. Tutor´s name :Ruth Noemi Azañero Murillo
9. Trainer´s name : Katherine Pamela Casas Cueva.
II. DIDADTIC UNIT.
III. TITLE OF THE LEARNING SESSION:
“I USUALLY GET UP NEAR SUNRISE.”
IV. EXPECTED LEARNING:
Capabilities
COMPETENCE Performance Instruments
WRITTEN TEXT Understand the

COMPREHENSION content of the text
Understand the content of the
AND ORAL TEXT heard for answer
text heard.
COMPREHNSION question about the Observation guide
interview.
Use appropriate
ORAL TEXT He/she talks with his/her expressions to
PRODUCTION classmates about what he/she answer questions
(Speaking ) does every day. about what she/he
does every day.
33
V. EXPECTED LEARNNG: 3th Grade
EVALUATION
PERFORMANCE OF
STAGES DIDACTIC SEQUENCE RESOURCES Technique Instrumen TIME
EVALUATION
t
 The teacher make a little dynamic with the purpose that
 Flashcards
students feel relaxing.
 Projector
 Pictures
INPUT
The teacher asks the students what they do each day with the
 Laptop
purpose that the students have an idea of the topic to be Describing 10´
 Market
treated.
 Board
 The teacher present flash cards about Daily Routines and the  Understand the
students describe the picture. content of the text
 The teacher present the topic about (Daily Routines) heard for answer
question about the
 The teacher explain the topic and give some examples about interview.
“Daily Routines”
 Board
PROCESS
 The teacher give his students the handout and give them the
 Projector
instruction about it. 25
 Handout Questions
 Student develop the activities that they can find in the handout
 Laptop and
and they will apply the things that teacher explained.
 Marker answers Handout
 Student write sentences about Daily Routines on the board and
 Handout Board
then all us check the sentences if it is good or has some
mistakes. Marker
 Students talk about their daily routines in front of the board.
How often do you get up at 6:00 a.m.?  Use appropriate

How often do you brush your teeth? expressions to
answer questions I talk
OU TPUT
about what she/he about

does every day what I do 10
every day.
What did we learn about Daily Routines today?
Board
What new words did you learn today?
Marker
What was more difficult for you about daily routines?
34
I. Look at the picture and fill in the blanks with the correct verb.
1. _______________ 2. _______________ 3. _______________
4. _______________ 5. _______________ 6. _______________
7. _______________ 8. _______________ 9. ___________
II. Read and listen the text.
III. Answer these questions about the interview.

1) When does he try to be on the road?
a) By 5:30 b) By 6:30 c) By 7:30
2) When does he like to start early?
a) You get more energy b) There are fewer cars c) You see more wildlife
3) What does he do in the afternoon?
a) Go shopping b) Take a nap c) Repair the bike
4) How does he usually pay for food?
a) Cash b) Debit card c) Both
5) What does he say about animals?
a) He rarely sees them b) He sees lots of them c) He sometimes hits them
IV. According to the text complete the following the sentences with the frequency adverbs.
always sometimes usually X(4)
a) I………….........get up at or near sunrise, ……………… I get up slightly before sunrise.

b) I………………. try to be on the road sometime around 7, 7:30 in the morning.
c) I ……………….try and, you know, do the daily essentials and then hit the road.
d) I…………………try and hit, find a campground sometime in the afternoon.
e) It's……………… nice to have cash to pay for incidentals.
V. Unscramble the words and write sentences in the simple present tense.
a) usually / at / get up / near / sunrise./ I
…………………………………………………………………………………
b) I / try to be / on / road / in the morning / around / usually / the/7, 7:30. /
…………………………………………………………………………………
c) / always / to / for / incidentals / It's / nice / have / pay / to / cash
…………………………………………………………………………………
d) I / slightly /sunrise / before,/ and/ I / to / gear/ pack up/ all / have/ of/ my /camping/ get up
………………………………………………………………………………
VI. Match the following sentences letter with the numbers.
a) Brush your teeth. Because 1. it is necessary so body take a

b) Get up at 6:00 a.m. Because nap
c) Don’t forget! Have breakfast at 7:00 a.m. 2. it causes a headache
Because 3. it produces a beautiful smile.
d) Do exercise at 8:15 a.m. Because 4. you have a lot of energy in the
e) Don’t watch television for many hours. morning.
Because 5. your body wake up with the sun.
f) Go to bed at 11:00 p.m. Because 6. it is a very important meal.
VII. It is your turn. Talk about your daily routines.

1. How often do you brush your teeth?
GRAMMAR:The simple present tense: frequency adverbs
I alwayd play soccer on Saturday BE careful!

I usually check e-mail in the evening. Place the frequency adverb before
I sometimes go dancing on weekends. the verb in the simple present tense
I never take a nap in the afternoon. Don’t say: I play always soccer.
The best method to change the world is to change myself!

VIII. PHONETIC TRANSCRIPTION
1) Shower noun UK /ʃaʊər/ US /ˈʃaʊ.ɚ/

2) Brush noun UK /brʌʃ/ US /brʌʃ/
3) Teeth noun UK /tiːθ/ US /tiːθ/
4) Wake verb UK /weɪk/ US /weɪk/
5) Home noun UK /həʊm/ US /hoʊm/
6) Always adverb UK /ˈɔːl.weɪz/ US /ˈɑːl.weɪz/
7) Sometimes adverb UK /ˈsʌm.taɪmz/ US /ˈsʌm.taɪmz/
8) Usually adjective UK /ˈjuː.ʒu.əl/ US /ˈjuː.ʒu.əl/
9) Wildlife noun [ U ] UK /ˈwaɪld.laɪf/ US /ˈwaɪld.laɪf/
10) Elk noun [ C ] UK /elk/ US /elk/ plural elks or elk
11) Deed noun [ C ] UK /diːd/ US /diːd
12) Raccoon noun [ C ] also racoon UK /rækˈuːn/ US /rækˈuːn
13) Mattresses noun [ C ] UK /ˈmæt.rəs/ US /ˈmæt.rəs
IX. BIBLIOGRAFY
 Wordrefernce.com(2015).retrievedfrom. http://www.wordrefernce. Com/

 Ministerio de Educación (2016)Programa Curricular de Educación Secundaria de Educación Básica
Regular. Lima Perú.
 Wright, A. (1976) Visual Materials for the language teacher. (third edition ) Longman.
ANSWER SHEET
I. Look at the picture and fill in the blanks with the correct verb.
1. WAKE UP
2. BRUSH MY TEETH
3. DO HOMEWORK
4. GO TO SCHOOL
5. HAVE BREAKFAST
6. GO TO BED
7. GO HOME
8. GET DRESSED
9. TAKE A SHOWER
II. Read and circle the Answer these questions about the interview.
1. (C)
2. (C)
3. (A)
4. (C)
5. (B)
III. According to the text complete the following the N sentences with the frequency adverbs.
a) USUALLY, SOMETIMES
b) USUALLY
c) USUALLY
d) USUALLY
e) ALWAYS
IV. Unscramble the words and write sentences in the simple present tense.
e) I usually get up at near sunrise

f) I usually try to be on the road around 7,7:30 in the morning.
g) It's always nice to have cash to pay for incidentals.
h) I get up slightly before sunrise, and I have to pack up all of my camping gear.
V. Match the following sentences letter with the numbers.

a) 3
b) 5
c) 6
d) 4
e) 2
f) 1
VI. It is your turn. Talk about your daily routines.
1. How often do you get up at 6:00 a.m.?
2. How often do you brush your teeth?
3. How often do you take a shower?
LEARNING SESSION N°
2
1. Educational Institutional :”Antonio Guillermo Urrelo”
3. Grade :Third
4. Section :”B”
5. Class time :2.30- 4.00
7. Date :13/06/2018
8. Tutor’s name : Ruth Noemí Azañero Murillo
9. Trainer´s name : Katherine Pamela Casas Cueva.
II. DIDADTIC UNIT.
I LOVE TO CLEAN MY HOUSE
COMPETENCE Capabilities
Performance Instrument s
Identify information
TEXT WRITTEN of a written text and
Identify information of a
COMPREHENSION answers question
written text in present simple.
(Reading) about Sally´s family
chores. Observation
elaborate sentences guide
TEXT WRITTEN Elaborates written texts with
using the vocabulary
PRODUCTION appropriateness, cohesion
about chore at home
(Writing) and coherence.
V. EXPECTING LEARNING: 3th Grade
STAGES DIDACTIC SEQUENCE RESOURCES INDICATORS OF EVALUATION TIME

EVALUATION
Techinque Instrument
The teacher presented the video to facilitate the 10´
students to get in touch with real and contextual
situations from which they can obtain linguistic,

INPUT
social and cultural information about the foreign Laptop

language.  Proyector  Silent
The teacher shows flashcards but offer a great  Flashcards reading
Pictures
visual support to students and include various  Board Identify information
vocabulary, phonetic aspects and / or activities. of a written text and
answers question  Questions
 The teacher starts to present the topic and 25
about Sally´s family and answers
explain about it.(chores at home) chores.
 The teacher give some examples about the
topic.(chores at home)  Laptop
Handout
 The teacher does exercises about the topic.  Projector
Markers
  
PROCESS
The teacher gives material to his students, Handout Written

Board
so that they develop the activities that it practice
contains according to what they have
learned.
 The students will complete the activities
analyzing what is the appropriate answer.
Board and
 The students carry out their own exercises elaborate sentences
markers
with the acquired knowledge. using the vocabulary
 Students participating developing exercises about chore at home
about housework on the blackboard. Observation 10
 The students elaborate their own sentences  Board  Free written
guide
OUTPUT
using the learned vocabulary.  Markers
Did you like the class about chore at home?

What did you learn about chores at home today?
What was more difficult for you about the topic?
I. Look at the following household chores and write the correct number in each box.
2 3
In the kitchen 4
a) Sweep the floor.

b) Vacuum the floor.
c) Mop the floor.
d) Set the table.
e) Wash the dishes.
5
f) Dry the dishes.
g) Take the garbage
8 out.
h) Cook.
II. Complete the text with the household chores.
Sally’s family chores
Hi my name is Sally. My family is small, my father, my mother,

my sister Joanna and Me.
We live in a flat in a tall building. I help my family with the
a._______. I b. _______ my own bed. I set the table for dinner
while mom cooks. Every Tuesday my parents go shopping for
food and I take care of my sister Joanna and help her with
homework. My father fixes things in the house.
My mother c._______ our meals and d._______ the floor every
night. When Mom or Dad is tired I bring water for them.
III. Read about Adam’s family
Hi my name is Adam. I live with my family in a big house. I have two sisters and one brother.
We share many chores with our parents. My brother and I take garbage out.
We also wash our father’s car twice a week. Every Friday, I weed the garden and my brother
waters the plants. I also make my bed in the morning. My sister, Emily, sweeps the floor
every evening and washes the dishes after dinner. She also helps Mom with shopping every
thursday. My mother cooks for us and washes our clothes. My father fixes anything broken
at home.
1. What chores does Adam do? 5. Who sweeps the floor?
a) He waters the plants. a. Adam does
b) He weeds the garden. b. Emily does
c) He sweeps the floor. c. Mother does.
2. What chores does Emily do? 6. Answers the following statements
a) She sweeps the floor. with true (T) or false(F)
b) She takes the garbage out. a. Adam takes the garbage out ( )
c) She cooks. b. Emily washes father’s car ( )
3. What chores does his brother do? c. Adam washes the dishes ( )
a) He goes shopping d. Mother’s Adam cooks ( )
b) He fixes anything broken at home. e. Emily waters the plants ( )
c) He waters the plants.
GRAMMAR
4. What chores does his mother do?
Who washes the dishes in your family?
a) She takes the garbage out.
b) She washes the dishes. I do./My sister does
c) She cooks.
We do. /My grandparents do.
IV.Order the words to make correct questions
Be careful!
1. Who/ the floor/sweeps/ family/ your in?. always use third-person singular verb
______________________________________ when who is the subject.
2. mother/do/what/chores/does/your?
Don’t say: who clean the house?
______________________________________
3. washes the dishes/Who/in/ family/your? Don’t use do or does when who is the
______________________________________ subject.
4. What/ chores/ do/ your/brother does?
Don’t say: who does clean the house?
______________________________________
5. Chores/what/sister/do/does your?
______________________________________
V. Write about who does the chores in your family?

Hi my name is Roxana. We all do the chores in my family. My brother and I water the
plants….
VI. FONETIC TRANSCRIPTION
1. Household noun UK /ˈhaʊs.həʊld/ US /ˈhaʊs.hoʊld
2. chore noun UK /tʃɔːr/ US /tʃɔːr/
5. Vacuum noun UK /ˈvæk.juːm/ US /ˈvæk.juːm/
6. Carpet noun UK /ˈkɑː.pɪt/ US /ˈkɑːr.pət/
7. Sweep verb UK /swiːp/ US /swiːp/ swept, swept
8. Mop noun UK /mɒp/ US /mɑːp/
9. Floor noun UK /flɔːr/ US /flɔːr/
10. Garbage nounUK /ˈɡɑː.bɪdʒ/ US /ˈɡɑːr.bɪdʒ/
11. Load noun UK /ləʊd/ US /loʊd/
12. Dishwasher noun UK /ˈdɪʃˌwɒʃ.ər/ US /ˈdɪʃˌwɑː.ʃɚ/
13. Dust noun UK /dʌst/ US /dʌst/
VII. BIBLIOGRAPHY
 Wright,A.(1976).Visual materials for the language teacher.(third edition)Longman

 http://directoryhaze.com/house-chores/household-chores-worksheet-7.htm
 https://dictionary.cambridge.org/es/diccionario/ingles/mattress?q=mattresses
 Alderson, j.c. (ed.). 1985. Evaluation: Lancaster Practical Papers in English Language Education.
Oxford: Pergamon
 Nunan, D & C. Lamb. 1996. The self-directed Teacher: Managing the Learning process. CUP.
 Weir, C. J. 1993. Understanding and Developing Language tests. London: Prentice Hall.
ANSWER SHEET
I. Look the following household chores and write the correct number in each box.
1. G
2. F
3. H
4. D
5. E
6. A
7. B
8. C
II. Complete the text with household chores.
a. Chores.
b. Make.
c. Cooks.
d. Sweeps
III. Read about Adam’s family
1. B
2. A
3. C
4. C
5. B.
6. Answers the follwing statements with true(T) or false(F)
a. T
b. F
c. F
d. T
e. F
IV. Order the words to make correct questions
1. who sweeps the floor in you family?
2. what chores does your mother do?
3. who washes the dishes in your family?
4. what chores does your brother do?
5. what chores does your sister do?
V. Write about who does the chores in your family?
_______________________________________________________________
_______________________________________________________________
LEARNING SESSION N° 3
V. GENERAL INFORMATION:
1. Educational Institutional : I.E.E“Antonio Guillermo Urrelo”
3. Grade :Third
4. Section :”B”
5. Class time 2:30-4:00
7. Date :20/06/18
8. Tutor’s name :Ruth Noemí Azañero Murillo
9. Trainer´s name : Katherine Pamela Casas Cueva
VI. DIDADTIC UNIT.
VII. TITLE OF THE LEARNING SESSION:
I EAT HEALTHY
VIII. EXPECTED LEARNING:
Performance Instruments
Identifies the
information of a text for
TEXT WRITTEN Identify information of a
make differences about
COMPREHENSION written text in present
healthy and unhealthy
(Reading) simple.
food. Observation
guide
TEXT WRITTEN elaborate sentences
Elaborates written texts
PRODUCTION using should or shouldn’t
using the modals verbs.
(Writing)
VI. EXPECTING LEARNING: 3th Grade
EVALUATION
Techinque Instrument
The teacher presented the video to facilitate the Identifies the 10´
students to get in touch with real and contextual Laptop information of a text
situations from which they can obtain linguistic, Proyector for make differences Pictures
social and cultural information about the foreign Flashcards about healthy and
INPUT
language. Board unhealthy food. Oral practice

The teacher shows flashcards but offer a great flashcards
visual support to students and include various
vocabulary, phonetic aspects and / or activities.
 The teacher starts to present the topic and Handout 25

explain about it.(healthy food) Practice
 The teacher give some examples about the Laptop exercises
topic.(healthy food) Projector Board
 The teacher does exercises about the topic. Handout
 The teacher gives material to his students, Laptop
PROCESS
so that they develop the activities that it Handout

learned.
 The students will complete the activities Elaborate sentences
analyzing what is the appropriate answer. using should and
 The students carry out their own exercises shouldn’t
with the acquired knowledge. Free writing
 Students participating developing exercises Guide
about housework on the blackboard Laptop observation
10
 The students elaborate their own sentences Board
OUTPUT
using should and should not. Market

Paper
What did you learn about healthy food today?
What was more difficult for you?
he
I. Write the name of the food. Put the words under the correct heading
II. Read this story and compare Caroline`s and Sophia`s habits.
Every day Carolina goes to bed at 9:00 PM, and the alarm clock rings at 6:00 AM but
she doesn’t get up until 6:30. Then she has a big slices of bread, 2 pieces of chocolate
cake, hamburger, hot dog and a big cup of black coffee for breakfast. Two hours later
at school, Carolina tries to pay attention to the biology class, but she can`t because
she feels tired and she falls asleep in most of her classes. She has lunch at in the school
her favorite plate is chicken and chips. when she goes home after school, she takes a
nap and she sleeps 3 hours.And at the end of the semester Caroline`s report card is
08, 05, ect.Caroline`s classmates says: she should not sleep much and that she should
not eat many chocolates.
Sophia goes to bed at 9:00 PM, and she gets up at 5:AM because she goes jogging in the
local park. Later Sophia eats eggs and she drinks milk. After she goes to school,Sophia is full
energy and she participate a lot in the class. She enjoys helping her classmates, especially in
the English class. She has lunch at 1:00 PM, Her favorite is plate rice with beans and bistec,
at the end of the lunch she drinks a lot water. In the afternoon, Sophia gets home, she takes
a short nap then she does her homework. Sophia`s report card is 18; 19, etc Sophia`s
classmates says: she should go to cinema and she should eat more vegetables.
he
III. Read the text again and circle the correct answer.
1. What is the best tittle for the story?
a. Caroline’s problem
b. How to have a healthy life.
c. A day in the life of Caroline and Sophia
2. What is the general idea of the text?
a. Sophia’s lifestyle in the best one.
b. Caroline should learn a lot from Sophia.
c. You should have balance in every aspect of your life
3. Tick True or False. Correct the false ones.
True False
a. Caroline falls asleep in class
Because she doesn’t like biology
b. Sophia only sleeps
6 hours.
c. Sophia is a very good student.
d. Sophia is more responsable than
Caroline.
IV. Answer the following questions.
a. Should you drink eight glasses of water a day?
Yes, should. I should drink eight glasses of water.
b. Should Carolina eat fruit?
………………………………………………………..
c. Should Carolina sleep in the class?
………………………………………………………..
d. Should Sophia drink a lot of water?
………………………………………………………..
e. Should Sophia take a nap for three hours?
………………………………………………………..
V. Write some tips for a healthy diet. Use should and shouldn’t in the sentences.
Don’t forget to eat healthy!!

he
VI. PHONETIC TRANSCRIPTION

1. Clams : /klæms/
2. Nuts : /nʌts/
3. Olive : /ˈɒlɪv/
4. Strawberry : /ˈstrɔːbərɪ/
5. Cakes : /keɪk/
6. Ketchup : /ˈkɛtʃəp/
7. Should : /ʃʊd/
8. Forget : /fəˈɡɒt/
9. Hot dog : /hɒt dɒɡ//
10.Asleep : /əˈsliːp/
11.Hamburger : /ˈhæmˌbɜːɡə/
IX. BIBLIOGRAFY
 Wordreference.com(2015).retrievedfrom. http://www.wordreference.com/
 Ministerio de educación(2016)Programa Curricular de Educacion Secundaria de educacion basica
regular.lima Perú.
 Wright, A. (1976). Visual Materials fot the language teacher. (third edition) Longman
 https://en.islcollective.com/resources/search_result?Tags=household+chores&type=Printables&s
earchworksheet=GO
 https://en.islcollective.com/resources/printables/worksheets_doc_docx/household_chores/home
-elementary-a1/25260
he
ANSWER SHEET
I. WRITE THE NAME OF THE FOOD. PUT THE WORDS UNDER THE CORRECT HEADING
1. Grapes 11. Nuts
2. Potatoes chips 12. Olive oil
3. Clams 13. Cakes
4. Butter 14. Carrots
5. Hamburger 15. Eggs
6. Apple 16. Fish
7. Ketchup 17. Water
8. Hot dog 18. Meat
9. Tomate 19. Watermelon
10. Cookies 20. Strawberry
II. READ THIS STORY AND COMPARE CAROLINE’S AND SOPHIA HABITS.
III. READ THE TEXT AGAIN AND CIRCLE THE CORRECT ANSWER.
1. C
2. C
3. Tick True or False. Correct the false ones.
a. False
b. False
c. True
d. True
IV. ANSWER THE FOLLOWING QUESTIONS
a. Yes, I should. I should drink eight glasses of water
b. Yes, she should. She should eat fruit
c. No, she shouldn’t. she should participate in the class
d. Yes, she should. She should a lot of water
e. No, she shouldn’t. She should take a nap any 10 minutes.
V. WRITE SOME TIPS FOR HEALTHY DIET. USE SHOULD AND SHOULDN’T IN THE SENTENCES.
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
…………………………………………………………………………………………….
he
4
3. Grade :Third
4. Section :”B”
5. Class time :2:30-4:00
7. Date :04/07/18
II. DIDADTIC UNIT.
HEALTHY HABITS
Identifies the
TEXT WRITTEN Identify information of a information of a text
COMPREHENSION written text in present about healthy habits for
(Reading) simple. answer questions.
Observation
Elaborates written texts Elaborate sentences guide
TEXT WRITTEN
using the grammatical using the vocabulary
PRODUCTION
theory and the about healthy habits.
(Writing)
appropriate lexicon.
he
INDICATORS OF EVALUATION
STAGES DIDACTIC SEQUENCE RESOURCES TIME
EVALUATION Techinque Instrument
The teacher presented the video to facilitate the Identifies the 10´
students to get in touch with real and contextual Laptop information of a text
situations from which they can obtain linguistic, Proyector about healthy habits
INPUT
social and cultural information about the foreign Flashcards for answer questions.
language. Board
flashcards Oral repetition
The teacher shows flashcards but offer a great Pictures
visual support to students and include various
vocabulary, phonetic aspects and / or activities.
25
 The teacher starts to present the topic and
explain about it.(healthy habits) Laptop Guessing the
 The teacher give some examples about the Projector main idea
topic.(healthy habits) Handout Elaborate sentences Handout
 using the vocabulary
PROCESS
The teacher does exercises about the topic.

 The teacher gives material to his students, about healthy habits. Matching
so that they develop the activities that it Board
learned. Laptop
 The students carry out their own exercises
with the acquired knowledge.
 Students participating developing exercises Free writing Observation
10
about healthy habits on the blackboard. Board about healthy guide
 Students make their own sentences using Handout habits
OUTPUT
vocabulary about healthy habits.
What did we learn about healthy habits today?

How can you make your life better?
he
I. Number the pictures with the correct word.
Word bank
1. Play
2. Do exercise
3. Drink water
4. Sleep well
5. Eat well
6. Wash
II. Read the texand anwer the questions
As humans, we develop habits that we follow throughout life. These habits save us time and mental energy, allowing
us to perform many actions without using concentrated thought. While many of the typical person's habits are healthy,
most of us also develop a number of unhealthy habits over time. Conscious effort is necessary to adopt a new habit or
change an unhealthy habit to a more beneficial one.
A Nutritious Diet
One of the most important healthy habits is to follow a nutritious diet each day.Eat a medium-sized breakfast, followed
by a light lunch and dinner. Snack on whole grains, fat-free dairy products, nuts, seeds and fresh fruits and vegetables.
Drink plenty of water and avoid sodas and foods high in cholesterol, saturated fats and sugars. Avoid eating large
portions, and eat only when you are hungry, never because you are bored, emotionally taxed or stressed. A regular,
nutritious diet is important to your physical health.
Adequate Sleep
Many doctors recommend maintaining the same sleep schedule seven days a week in order to keep the body
accustomed to a routine. Sleep in a dark room without distractions such as music or other noise. If you regularly have
difficulty falling or staying asleep, ask your physician about other ways to relax before bedtime.
Regular Exercise
The human body requires regular exercise for health, but many people fail to adopt good exercise habits. Regular
exercise can help prevent chronic diseases, such as high blood pressure.
Stress Management
When life gets hectic, many individuals fail to develop healthy stress management habits. Talking and laughing with
friends, watching a movie, taking a nature walk, reading a book or playing a game can all help reduce stress levels.
III. Read each questions. Circle the correct response.
1. Which of the following is not a healthy habit?
a) Regular exercise b) Adequate sleep c) Smoking d) Playing with friends
2. According to doctors, we should sleep in a
a) Dark room b) Noisy room c) A room in which music is being played d) Doesn’t matter
3. Which of the following is an Unhealthy habit?
a) Working hard b) Managing your stress c) Drinking soda d) Eating clean food
4. Which of the following helps us in reducing stress?
a) Talking to friends about the situation b) Watching a movie with loved ones
c) Reading books or playing games d) All of the above
he
IV. Match the following numbers with the letters according to the text.
1. A Nutritious Diet ( ) a. When my life set hectic, I should talking and laughing
with my friends, watching a move,etc.
2. Adequate Sleep ( ) b. I should do exercises because it can help me prevent
chronic diseases.
3. Regular Exercise ( ) c. When I go to sleep, I should sleep in a dark room
without distructions such as music or other noise.
4. Stress Management ( )
d. I follow a nutritious diet each day because it is
important each day because it is important to my
physical heath.
V. Read the story about mark and give the correct form of the verbs.
Mark always(get) ……….up at twelve in the morning. He (not have) ……………..breakfast. Mark(like)
………. having hamburgers, pizza,crisps and hot dogs for lunch. He always(have) ……….fizzy drinks like
cola. So there(be) ……….. any vegetables or fruit at home. after lunch, he (take) ……….the bus and(go)
……….to school-six blocks far away. Ate six o’clock, mark(go) ……….to the bas stop and (come)
……….back home. He(sit) ……….on his dad’s sofá and(watch) ……….TV for three hours. When he (be)
……….hungrey, he(eat) ………. Lots of sweets or chocolate biscuits and he always(drink) ……….cola. he
usually(go) ……….to sleep at eleven or twelve because before that he (like) ……….playing computer
games.
He usually(stay) ……….at home all day at weekends.
VI. Answer the following questions.

a. What are healthy habits for you?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
b. What are Mark´s habits?

…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
c. Write two examples about healthy habits.

…………………………………………………………………………….
…………………………………………………………………………….
VII. PHONETIC TRANSCRIPTION
1. Dairy: :/ˈdɛərɪ/
2. Develop :/dɪˈvɛləp/
3. Thought :/θɔːt/
4. Conscious :/ˈkɒnʃəs/
5. Effort :/ˈɛfət/
6. Nuts :/nʌts/
7. Plenty :/ˈplɛntɪ/
8. Recommend : /ˌrɛkəˈmɛnd/
9. Accustom : /əˈkʌstəm/
10. Hectic : /ˈhɛktɪk/
VIII. BIBLIOGRAFY
 Ministerio de educación(2016)Programa Curricular de Educacion Secundaria de
educacion basica regular.lima Perú.
 Wright, A. (1976). Visual Materials fot the language teacher. (third edition)
Longman
 https://en.islcollective.com/resources/search_result?Tags=household+chores&typ
e=Printables&searchworksheet=GO
 https://en.islcollective.com/resources/printables/worksheets_doc_docx/househol
d_chores/home-elementary-a1/25260
ANSWER SHEET
I. NUMBER THE PICTURES WITH THE CORRECT WORD.
a. 2
b. 6
c. 1
d. 3
e. 5
f. 4
II. READ EACH QUESTIONS. CIRCLE THE CORRECT ANSWER
1. C
2. A
3. C
4. D
III. MATCH THE FOLLOWING NUMBERS WITH THE LETTERS DE
ACCORDING THE TEXT.
1. d
2. c
3. b
4. a
IV. READ A STORY ABOUT MARK AND GIVE THE CORRECT FORM OF
THE VERBS.
a. Gets
b. Doesn’t have
c. Like
d. Has
e. Is
f. Takes
g. Goes
h. Comes
i. Sits
j. Is
k. Eats
l. Drinks
m. Goes
n. Like
o. Stays
V. ANSWER THE FOLLOWIN QUESTIONS.
_______________________________________________________
___________________________________________________
5
3. Grade :Third
4. Section :”B”
5. Class time :2:30-4:00
7. Date :11/07/18
II. DIDADTIC UNIT.
I DON’T FEEL WELL
Understand the
WRITTEN TEXT
Understand the content of the text
COMPREHENSION
content of the heard for answer
AND ORAL TEXT
conversation heard. question about the Dialogues
COMPREHENSION
health problems.
elaborate sentences
WRITTEN TEXT Elaborates written using should and must Observation
PRODUCTION texts using the modal guide
(Writing) verbs.

EVALUATION TechinIque Instrument
The teacher presented the video to facilitate the 10´
students to get in touch with real and contextual Laptop
situations from which they can obtain linguistic, Proyector Pictures
INPUT
social and cultural information about the foreign Flashcards

language. Board Oral practice
flashcards
The teacher shows flashcards but offer a great visual
support to students and include various vocabulary,
phonetic aspects and / or activities. Understand the 25
content of the text Practice Handout
 The teacher starts to present the topic and heard for answer exercises
explain about it.(healthy food) Laptop question about the
 The teacher give some examples about the Projector health problems Board
PROCESS
topic.(healthy food) Handout

 The teacher does exercises about the topic. Laptop
 The teacher gives material to his students, so
that they develop the activities that it contains Elaborate sentences
according to what they have learned. using should and must.
 The students carry out their own exercises Guide
with the acquired knowledge. observation
10
 Students participating developing exercises
OUTPUT
Laptop
about housework on the blackboard
Board
Marker
What did you learn about health problems today?
What was more difficult for you?
I. Match the correct word to the correct picture:
1 2 3 4 5 6 7 8
1. Headache 2. Cough 3. Stomachache 4. Earache
5. Backache 6. Fever 7. Cold 8. Sore throat
II. Read the dialogue and answer the following questions.

Dr. Smith: Hello, Sasha. How do you feel today?9
Jorge: I don’t feel well.
Dr. Smith: What’s wrong? Can you tell me how you feel?
Jorge: Well, I have a terrible headache.
Dr. Smith: Hmm…Anything else? Does your throat hurt?
Jorge: Yes, it hurts a little. I have a cough too.
Dr. Smith: Do you have a fever?
Jorge: Yes, I have a low fever.
Dr. Smith: It sounds like you may have the flu.
Jorge: Oh, that’s terrible.
Dr. Smith: Don’t worry. I will give you some medicine and you will feel
better soon.
Jorge: Okay. Can I go to work tomorrow?
Dr. Smith: No. Stay home tomorrow, get some rest, and drink plenty of juice and water.
Jorge: Thank you, Doctor.
Dr. Smith: Okay, take care of yourself and I hope you feel better soon.
1. How does Jorge feel today?
………………………………………………………………………………
2. What are his symptoms?
………………………………………………………………………………
3. What kind of illness does he have?
………………………………………………………………………………
4. What does the doctor tell him?
………………………………………………………………………………
III. Fill in the blanks with the correct form of the verbs have or feel.
Dr. Smith: Hello, Jorge. How do you…………… today?9
Jorge: I don’t ………… well.
Dr. Smith: What’s wrong? Can you tell me how you …………...?
Jorge: Well, I ……………a terrible headache.
Dr. Smith: Hmm…Anything else? Does your throat hurt?
Jorge: Yes, it hurts a little. I ……………a cough too.
Dr. Smith: Do you …………a fever?
Jorge: Yes, I ……………a low fever.
Dr. Smith: It sounds like you may …………… the flu.
Jorge: Oh, that’s terrible.
Dr. Smith: Don’t worry. you will……………..better soon.
Jorge: Okay. Can I go to work tomorrow?
Dr. Smith: No. Stay home tomorrow, get some rest, and drink plenty of juice and water.
Jorge: Thank you, Doctor.
Dr. Smith: Okay, take care of yourself and I hope you ……………better soon
IV. Read these conversations.
Jessica doesn`t feel well so she should see a doctor.
Doctor: Hello Jessica. How can I help you?
Jessica: I don`t feel well doctor. I have a stomachache.

The doctor gives Jessica an exam. Then she gives her some medical advice.
Doctor: OK Jessica. I will give you an exam.
Doctor: Jessica, you have a stomachache because you don`t eat
healthy food. You must eat more fruit and vegetables. Also
you should drink water. You mustn’t drink cola and other soda
because it isn`t good for you . I will give you some medicine
1. Read again the conversation and complete with should, must, mustn´t.
todaydoesn`t
a) Jessica but youfeel
should
wellcome
so sheback again in a week, OK?
…………………………………see a doctor.
b) Jessica …………………………………eat
Jessica: All right doctor. I will. more fruits and vegetables.
c) Jessica …………………………………drink water.
d) Jessica …………………………………drink cola or other sola.
e) Jessica …………………………………come back again in a week.
V. Listen to the Conversations.Check the ailment.Then write the remedy. Use should and
shouldńt
CONVERSATIONS
A SORE THROAT
STOMACHACHE
A TOOTHACHE
A BACKACHE
A HEADACHE
A FEVER
A COLD
1 She should take something

2 HE……………………………………………………
3 SHE…………………………………………………..
4 HE……………………………………………………
5 SHE…………………………………………………..
6 HE……………………………………………………
VI. Write sentences using the following words
Cough Stomachache Earache Backache Sore throat

1) ………………………………………………………………………………………
2) ………………………………………………………………………………………
3) ………………………………………………………………………………………
4) ………………………………………………………………………………………
5) ……………………………………………………………………………………….
GRAMMAR NOTE;
SHOULD - MUST: WE USE `SHOULD` (should + verb 1) FOR ADVICE:

A: I have a toothache. My tooth hurts. B: You should go to your dentist.
A: I have an exam tomorrow. B: You should study tonight.
MUST: WE USE `MUST` FOR ORDERS OR VERY STRONG ADVICE:
A: You must not drink alcohol and drive.
B: You mustn`t drink cola. It`s bad for your stomach
VI. PHONETIC TRANSCRIPTION
1. Headache : /ˈhɛdˌeɪk/
2. Cough : /kɒf/
3. Stomachache : /ˈstʌməkˌeɪk/
4. Earache : /ˈɪərˌeɪk/
5. Backache : /ˈbækeɪk/
6. Fever : /ˈfiːvə/
7. Cold : /kəʊld/
8. Sore throat : /sɔː θrəʊt/
VII. BIBLIOGRAFY
 Ministerio de educación(2016)Programa Curricular de Educacion Secundaria de
educacion basica regular.lima Perú.
 Wright, A. (1976). Visual Materials fot the language teacher. (third edition) Longman
 https://en.islcollective.com/resources/search_result?Tags=household+chores&type=Pr
intables&searchworksheet=GO
 https://en.islcollective.com/resources/printables/worksheets_doc_docx/household_ch
ores/home-elementary-a1/25260
ANSWER SHEET
I. Match the correct word to the correct picture:
1. E
2. H
3. A
4. G
5. D
6. F
7. B
8. C
II. Read the dialogue and answer the following questions.
1. Jorge doesn’t feel well
2. Jorge has a headache
3. He has the flu
4. Doctor said: you get some rest and drink plenty of juice and water.
III. Fill in the blanks with the correct form of the verbs have or feel.
1. Feel
2. Feel
3. Feel
4. Have
5. Have
6. Have
7. Have
8. Have
9. Feel
IV. Read these conversations.

1. Read again the conversation and complete with should, must, mustn´t.
a. Should
b. Must
c. Must
d. Mustn’t
e. Should
V. Listen to the Conversations.Check the ailment. Then write the remedy.
Use should and shouldńt
1. She should take something.
2. He should lie down.
3. She should see a doctor
4. He should take something
5. She should have some tea
6. He should see a dentist.
VII. Write sentences using the following words
Cough Stomachache Earache Backache Sore throat
………………………………………………………………………………………
“Antonio Guillermo Urrelo
Área: Inglés
Nivel: Secundaria
GRADO Y SECCIONES: 3° “A”, “B”
Docente:
Katherine Pamela Casas Cueva
INSTITUCIÓN EDUCATIVA “ANTONIO GUILLERMO URRELO”
DIAGNOSTIC TEST
FULL NAME:………………………………………………………………………
GRADE:……… SECTION:……… DATE:……………………………… Score
I. Read the text.
Evelyn lives in Houston, Texas. She is thirteen and studies at

Theodore Roosevelt School. She is in third grade. Every morning she
gets up at 6:00 a.m., takes a shower and has breakfast. At noon, she
usually has lunch with her mother. She is a housewife and a web
designer too. She designs nice web sites. Her father is a mechanic. In
the afternoon, she goes to school and she comes back at 6:00 p.m.
Then she does her homework, has dinner and helps her mother wash
the dishes. She doesn’t watch TV on weekdays. She goes to bed at
about 10:00 p.m. On weekends, she usually plays with her friends, listens to music and goes
to the movies.
1. Answer the questions with True(T) or (F).(0.5=5pts)
1. Elevyn gets up at 8:00 a.m. ( )

2. Evelyn lives in Houston, Texas. ( )
3. Evelyn’s mother is a doctor. ( )
4. Evelyn usually lunch with her mother. ( )
5. Evelin’s father is teacher. ( )
6. Evelyn goes to school at 6:00 p.m. ( )
7. She doesn’t help her mother wash the dishes. ( )
8. She goes to bed at 11:00 p.m. On weekends. ( )
9. She watches TV on weekends. ( )
10. She doesn’t go to the movies. ( )
2. Answer the following questions according to the reading (1=5pts).
a) Where does Evelyn live?

…………………………………………………………………………………
b) What does she do after she gets up?
…………………………………………………………………………………
c) When does she usually play with her friends?
…………………………………………………………………………………
d) What does she do at noon?
…………………………………………………………………………………
e) Where does she usually go on weekends?
…………………………………………………………………………………
3. Answer the following questions with Yes,She does – No,she doesn’t (1=5pts)
a) Does Evelyn study at George Town School?

…………………………………………………………………………………
b) Does she go to bed about at 10:00?
…………………………………………………………………………………
c) Does she watch TV on weekdays?
…………………………………………………………………………………
d) Does she help her mother wash the dishes after dinner?
…………………………………………………………………………………
e) Does she get up at 8:00 a.m ?
…………………………………………………………………………………
4. Write five daily routines yourself. (1=5pts)
a) …………………………………………………………………………………
b) …………………………………………………………………………………
c) …………………………………………………………………………………
d) …………………………………………………………………………………
e) …………………………………………………………………………………
TEXT COMPRENHENSION PROGRESS ENGLISH EXAM
I. GENERAL IMFORMATION
1. EDUCATIONAL INSTITUTION : “Antonio Guillermo Urrelo”

2. AREA : Foreign Language -English
3. GRADE : Third
4. SECTION : “B”
5. HOUR : 2: 30 – 4 : 00 PM
6. NUMBER OF STUDENTS : 36
7. DATE : June 27, 2018
8. TEACHER`S NAME : Ruth Azañero Murillo
9. TRAINEE`S NAME : Katherine Pamela Casas Cueva
II.DIDACTIC UNIT : “DAILY ROUTINES AND HEALTHY FOOD”
III.EXPECTED LEARNING : .Capabilities

WRITTEN TEXT COMPREHENSION
 Identify information of a written text.
ORAL TEXT COMPREHENSION.
 Infer the correct sentences about the daily routines.
IV.ACTIVITIES TO BE TESTED:
WRITTEN TEXT COMPREHENSION ACTIVITIES:

 Read a text about “Adam chores” and answers statements with true (T) or false(F)
 Unscramble the words and write sentences in the present simple tense.
 Match the following sentences letter with numbers.
ORAL TEXT COMPREHENSION ACTIVITIES
 Listen answer the questions about the interview.
V. ESPECIFICATION CHART
POINTS
COMPE TYPE OF TOTAL N° OF PER TOTAL WEIGHT INSTRUM
CAPABILITY PERFORMANCE
TENCE ITEMS TIME ITEMS ITEM POINTS % ENT
 Identify information of a
True or False 1×5=5 5 1×5=5 5 20%
written in present simple. Identify information of
COMPREHENSION
WRITTEN TEXT
a written text and

Unscramble the
answer squestions.
sentences 1×4=4 4 1×4=4 4 25%
PROGRESS TEST
Matching 1×6=6 6 1×6=6 6 20%
 Understand the content Understand the

of the audio. content of the
COMPREHENSION
conversations heard
Listen and
5 1×5=5 5 35%
ORAL TEXT
for answer question 2×5=10

answer
about the interview
TOTAL 25 20 20 20 100%
EXAM DURATION
Read the general information 3
Time to answer the exam 25
Time to revise the exam 2
30
TEXT COMPREHENSION
FULL NAME.......................................................................................................SCORE
Grade:........................ Section:....................... Date:.........................................................
I. Read the text.

Hi my name is Adam. I live with my family in a big house. I have two sisters and one brother. We share many chores
with our parents. My brother and I take garbage out.We also wash our father’s car twice a week. Every Friday, I weed
the garden and my brother waters the plants. I also make my bed in the morning. My sister, Emily, sweeps the floor
every evening and washes the dishes after dinner. She also helps Mom with shopping every thursday. My mother
cooks for us and washes our clothes. My father fixes anything broken at home.
1. Answers the following statements with true (T) or false(F) (1=5 points)
a) Adam takes the garbage out ( )
b) Emily washes her father’s car ( )
c) Adam washes the dishes ( )
d) Adam helps Mom with shopping every Thursday. ( )
e) Emily waters the plants. ( )
II. Unscramble the words and write sentences in the simple present tense.(1=4points)
a) usually / at / get up / near / sunrise./ I
…………………………………………………………………………………
b) I / try to be / on / road / in the morning / around / usually / the/7, 7:30.
…………………………………………………………………………………
c) / always / to / for / incidentals / It's / nice / have / pay / to / cash
…………………………………………………………………………………
d) I / slightly /sunrise / before,/ and/ I / to / gear/ pack up/ all / have/ of/ my /camping/ get up
………………………………………………………………………………
III. Match the following sentences letter with the numbers. (1=6 points)
a) Brush your teeth. Because( ) 7. it is necessary so body take a nap
b) Get up at 6:00 a.m. Because( ) 8. it causes a headache
c) Don’t forget! Have breakfast at 7:00 a.m. Because( ) 9. it produces a beautiful smile.
d) Do exercise at 8:15 a.m. Because( ) 10. you have a lot of energy in the morning.
e) Don’t watch television for many hours. Because( ) 11. your body wake up with the sun.
f) Go to bed at 11:00 p.m. Because( ) 12. it is a very important meal
IV. Listen and answer these questions about the interview.(1=5 points)
1) When does he try to be on the road?
a) By 5:30 b) By 6:30 c) By 7:30
2) When does he like to start early?
a) You get more energy b) There are fewer cars c) You see more wildlife
3) What does he do in the afternoon?
a) Go shopping b) Take a nap c) Repair the bike
4) How does he usually pay for food?
a) Cash b) Debit card c) Both
5) What does he say about animals?

a) He rarely sees them b) He sees lots of them c) He sometimes hits the
TEXT COMPRENHENSION PROGRESS ENGLISH EXAM
1. EDUCATIONAL INSTITUTION :`Àntonio Guillermo Urrelo``

3. GRADE :Third
4. SECTION : ``B``
5. HOUR :2: 30 – 4 : 00 PM
7. DATE : June 27, 2014
8. TEACHER`S NAME : Ruth Azañero Murillo
9. TRAINEE`S NAME : Katherine Pamela Casas Cueva
II. DIDACTIC UNIT : THE TIMETABLE AND LOCATIONS

III. EXPECTED LEARNING : Capabilities
WRITTEN TEXT PRODUCTION
 Elaborates written texts using the grammatical theory and the appropriate lexicon
 elaborate sentences using grammatical structures in present simple
IV. ACTIVITIES TO BE TESTED:
 Analyze the coherence and cohesion of a written text for answer questions.
 Redact a written text using the grammatical theory and appropriate lexicon for elaborate
sentences using the vocabulary about chores at home
WRITING ACTIVITIES
 Put the words in the correct order and answer the questions.
 Answer the following questions.
 Write about who does the chore in your family?
 Write some tips for a healthy diet. Use should and shouldńt in the sentences
V. ESPECIFICATION CHART
POINTS
COMPE TYPE OF TOTAL N° OF PER TOTAL WEIGHT INSTRU
TENCE ITEMS TIME ITEMS ITEM POINTS % MENT
Analyze the Order and

coherence and
Analyze the coherence cohesion of a answer 1×8=8 8 1×8=8 8 25%
and cohesion of a written written text for questions

text. answer questions.
Answer
Redact a written text 1×2=2 2 1×2=2 2 15%
PROGRESS TEST
questions
using the grammatical
theory and appropriate Redact a written
Write
lexicon. text using the 1×4=4 4 1×4=4 4 30%
grammatical theory sentences
Organize the and appropriate
Write
information, respecting lexicon for
the logical order of ideas elaborate sentences sentences
about the healthy food. using the
with 6 1×6=6 6 30%
vocabulary about 1×6=6
chores at home. should and
shouldńt
TOTAL 20 20 16 20 100%
EXAM DURATION GRADING SCALE

Read the general information 3  Reprove the exam:1 - 10
Time to answer the exam 20  Pass the exam :11-20
25
TEXT PRODUCTION TEST
FULL NAME.......................................................................................................SCORE
Grade:........................ Section:....................... Date:.........................................................
IV. Put the words in the correct order and answer the questions.(1=8points)
a) Who/ the floor/sweeps/ family/ your in?
……………………………………………………………………………………….
……………………………………………………………………………………….
b) mother/do/what/chores/does/your?
……………………………………………………………………………………….
……………………………………………………………………………………….
c) washes the dishes/Who/in/ family/your?
……………………………………………………………………………………….
……………………………………………………………………………………….
d) What/ chores/ do/ your/brother does?
……………………………………………………………………………………….
……………………………………………………………………………………….
V. Answer the following questions(1=2 points)
a) Should you eat hamburger every morning?

……………………………………………………
b) Shou you drink a lot of water?
……………………………………………………
VI. Write about who does the chores in your family? (1=4 points)
Hi my name is Roxana. We all do the chores in my family. My brother and I water the
plants….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
……………………………………………………………………………………….
VII. Write some tips for a healthy diet. Use should and shouldn’t in the sentences.(1=6points
A HEALTHY DIET
You Should………………………………………….................................
…………………………………………………………….........................
…………………………………………………………….........................
You Shouldn’t…………………………………………………………....
…………………………………………………………….........................
…………………………………………………………….........................
WRITTEN AND ORAL TEXT COMPRENHENSION FINAL ENGLISH EXAM
I. GENERAL INFORMATION
1. EDUCATIONAL INSTITUTION : I.E.E “Antonio Guillermo Urrelo”

3. GRADE : Third
5. HOUR : 2: 30 – 4 : 00 PM
7. DATE : July 18, 2018
8. TEACHER’S NAME : Ruth Noemi Azañero Murillo
9. TRAINER’S NAME : Katherine Pamela Casas Cueva.
II. DIDACTIC UNIT : “HEALTHY HABITS AND HEALTH PROBLEMS”

A.
WRITTEN TEXT COMPREHENSION
 Identify information of a written in present simple.
B. ORAL TEXT COMPREHENSION
 Understand the content of the audio.
 ACTIVITIES TO BE TESTED:
A. WRITTEN TEXT COMPREHENSION

 Identify information of a written text and answer sentences about health problems.
Read these conversation
 Read again the conversation and complete with should, must, mustn’t.
 Match the following sentences letter with the numbers.
 Put the words in the correct order.
B. ORAL TEXT COMPREHENSION
 Understand the content of the conversations heard for answer question about the
interview
 Listen to the conversation. Check the ailment then write the remedy. Use
should or shouldn’t.
C. SPECIFICATION CHART
POINT
COMPE TYPE OF TOTAL N° OF S PER TOTAL WEIGHT INSTRU
TENCE ITEMS TIME ITEMS ITEM POINTS % MENT
 Identify information of
Fill the gaps 1×5=5 5 1×5=5 5 25%
COMPREHENSION
a written in present Identify information

WRITTEN TEXT
simple. of a written text and

Matching
answer sentences 0.5×6=3 6 1×6=6 6 25%
about health
problems.
FINAL TEST
Unscramble
1×3=3 3 1×3=3 3 20%
the words
 Understand the content Understand the
COMPREHENSION
of the audio. content of the

conversations heard Listen and
ORAL TEXT
6 1×6=6 6 30%
for answer question answer 2×6=12
about the interview
TOTAL 23 20 20 20 100%
EXAM DURATION
GRADING SCALE
 Reprove the exam:1 - 10
 Pass the exam :11-20
28
WRITTEN AND ORAL TEXT COMPREHENSION FINAL ENGLISH TEST
NAME:………………………………………………………………………….SCORE
Grade:………………. Section:…………………Date………………….
Read these conversations. Jessica doesn’t feel well so she should see a doctor.
I.
Doctor: Hello Jessica. How can I help you?
Jessica: I don’t fell well doctor. I have a stomachache.
Doctor: OK Jessica. I will give you an exam.
The doctor gives Jessica an exam. Then she gives her some medical advice.
Doctor: Jessica, you have a stomachache because you don`t eat
healthy food. You must eat more fruit and vegetables. Also
you should drink water. You mustn’t drink cola and other soda
because it isn`t good for you . I will give you some medicine
today but you should come back again in a week, OK?
Jessica: All right doctor. I will.
2. Read again the conversation and complete with should, must, mustn´t. (1=5points)
f) Jessica doesn`t feel well so she …………………………………see a doctor.
g) Jessica …………………………………eat more fruits and vegetables.
h) Jessica …………………………………drink water.
i) Jessica …………………………………drink cola or other soda.
j) Jessica …………………………………come back again in a week
II. Match the following sentences letter with the numbers.(1=6points)
g) Brush your teeth. Because( ) 13. it is necessary so body take a nap
h) Get up at 6:00 a.m. Because( ) 14. it causes a headache
i) Don’t forget! Have breakfast at 7:00 a.m. Because( ) 15. it produces a beautiful smile.
j) Do exercise at 8:15 a.m. Because( ) 16. you have a lot of energy in the morning.
k) Don’t watch television for many hours. Because( ) 17. your body wake up with the sun.
l) Go to bed at 11:00 p.m. Because( ) 18. it is a very important meal
III. Put the words in the correct order (1=3points)
a. How/ today/ do /feel/you/?
………………………………………………………………………
b. Does/throat hurt/your/?
………………………………………………………………………
c. you/ have/Do/a fever/?
………………………………………………………………………
I. Listening Comprehension Listen to the Conversations.Check the ailment. Then write the remedy.
Use should and shouldn’t. (1=6 points)
A STOMACHACHE
A SORE THROAT
A TOOTHACHE
CONVERSATIONS
A HEADACHE
A BACKACHE
A FEVER
A COLD
1 She …………………………………………….
2 He……………………………………………...
3 She……………………………………………..
4 He……………………………………………...
5 She……………………………………………..
6 He……………………………………………...
WRITTEN TEXT PRODUCTION FINAL ENGLISH EXAM
1. EDUCATIONAL INSTITUTION : I.E.E “Antonio Guillermo Urrelo”

3. GRADE :Third
5. HOUR : 2: 30 – 4 : 00 PM
6. NUMBER OF STUDENTS :36
7. DATE : July 18, 2018
8. TEACHER’S NAME : Ruth Azañero Murillo.
9. TRAINER’S NAME : Casas Cueva Katherine Pamela.
II. DIDACTIC UNIT : “HEALTHY HABITS HEALTH PROBLEMS”

A. WRITTEN TEXT PRODUCTION
 Analyze the coherence and cohesion of a written text.
 Redact a written text using the grammatical theory and appropriate lexicon.
 Organize the information, respecting the logical order of ideas about the healthy food.
IV. ACTIVITIES TO BE TESTED:
A. WRITTEN TEXT PRODUCTION

 Analyze the coherence and cohesion of a written text for elaborate questions
 Change the affirmative sentences to interrogative form.
 Answer the following questions.
 Redact a written text using the grammatical theory and appropriate lexicon for
elaborate sentences using the vocabulary about healthy habits.
 Write sentences with the following words about healthy habits.
 Is it important to eat healthy food? Why?
 Organize the information, respecting the logical order of ideas about the
healthy food.
 Put the words in the correct order and answer the questions.
V. SPECIFICATION CHART
POINTS
COMPE TYPE OF TOTAL N° OF PER TOTAL WEIGHT INSTRUM
TENCE ITEMS TIME ITEMS ITEM POINTS % ENT
Change
Analyze the affirmative 1×5=5 5 1×5=5 5 25%
coherence and
cohesion of a written sentences
text for elaborate
Analyze the coherence and questions Answer

cohesion of a written text. 1×5=5 5 1×5=5 2 30%
question
Redact a written text
Redact a written text using using the
the grammatical theory and grammatical theory Write the
FINAL TEST
appropriate lexicon. and appropriate sentences 1×5=5 5 1×5=4 5 25%
lexicon for elaborate
Organize the information, sentences using the
respecting the logical order vocabulary about Put the
4 1×4=4 4 15%
of ideas about the healthy healthy habits. words 1×4=4
food.
Organize the
information, Answer
respecting the logical 1 1x1=1 1 5%
order of ideas about question 1’x2=2’
the healthy food.
TOTAL 21 20 20 20 100%
EXAM DURATION
GRADING SCALE
 Reprove the exam:1 - 10
 Pass the exam :11-20
26
WRITTEN TEXT PRODUCTION FINAL ENGLISH TEST
NAME:………………………………………………………………………….SCORE
Grade:………………. Section:…………………Date……………………………………
I. Change the affirmative sentences to interrogative form (1=5points)
1. I have a cough.
………………………………………………………………………………………?
2. I have a stomachache.
………………………………………………………………………………………?
3. I have an earache.
………………………………………………………………………………………?
4. I have a backache.
………………………………………………………………………………………?
5. I have a headache.
………………………………………………………………………………………?
II. Answer the following questions. (1=5points)
1. What time do you get up?
……………………………………………………………………………………….
2. Do you brush your teeth three time a day?
……………………………………………………………………………………….
3. Do you prepare the dinner?
……………………………………………………………………………………….
4. What time do you have breakfast?
……………………………………………………………………………………….
5. Do you have lunch with your family?
III. Write sentences with the following words about healthy habits. (1=5points)
-play -do exercise -drink water -sleep well -eat

well
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………….
IV. Put the words in the correct order and answer the questions. (1=4points)
Must/ vegetables/and/fruit/ eat /more/ you/?
………………………………………………………………………………………
………………………………………………………………………………………
you/Should/drink/water/every/days?
………………………………………………………………………………………
………………………………………………………………………………………
V. Is it important to eat healthy food? Why? (1=1points)
………………………………………………………………………………………
………………………………………………………………………………………
Never stop learning because

life never stops teaching.
ÁREA: INGLÉS
REGISTRO 2018 GRADO: 3° SECCIÓN: “B” TRIMESTRE: …….
EXPRESION AND ORAL

TEXT COMPREHENSION WRITTEN TEXT WRITTEN TEXT
CAPACIDAD
PROMEDIO
PROMEDIO
mapsPROMEDIO
PRODUCTION
COMPREHENSION
PROMEDIO
underline
alter. and
paragrapthe
dialogues
questions
to
sentences
sentences
sentences
/question
scramble
complete
complete
circle the
the
the
Elaborat
Elaboart
main
and getto
DE AREA
Describe
Writiing
Reorder
Reading
questi…
gaps
the gaps
... and
text and
true and
text and
the tape
tape
Read ta
identify
Write a
the
out
correct
correct
picture
answer
answer
or
e main
N°
match
Listen
Listen
Listen
Write
small
small
Read
Read
Read
Read
word
main
false
idea
idea
Ask
text
text
text
and
and
and
tick
Act
the
the
the
the
e
s
APELLIDOS Y NOMBRES A1 A2 A3 A4 A5 A6 B1 B2 B3 B4 B5 B6 C1 C2 C3 C4 C5 C6
01 ABANTO LINARES, Obed Isai
02 ABANTO CABELLOS, Janfranco
03 ALACANLTARA CERQUIN, Mardely J.
04 BARBOZA SÁNCHES, Fiorela Janet
05 BARDALES LUDEÑA, Orlando E.
06 BECERRA TERAN, Kevin Jhoel
07 BECERRA VÁSQUEZ,César Rodrigo
08 CHÁVEZ QUISPE, Ricardo Gian P.
09 CUEVA CABANILLAS, Abi Abner
10 DIAZ ALIAGA, Emilly Nicolle
11 DIAZ SAUCEDO, Jhianeyra J.
12 GAITAN URTEAGA, Fatima Del C.
13 GIL CRUZADO, Alex Martin
14 GICOCHEA HUAMAN, Hector Jesús
15 GONZALES OCAS, Miriam Fiorela
16 HUAMAN CORTINA, Edgar Javier
17 JULCOMORO HUARIPATA, Kevin
18 JULCAMORO SOLANO, Nickoll A.
19 LUCERO HUAMAN, Dandy Omar
20 LULICHAN CHALÁN, Jhonatan C.
21 MALAVER OCAS, Nancy Ximena
22 MANOSALAVA QUIROZ, Dayana
23 MARIN TERRONES, Claudia Esthepany
24 MENDOZA SANTAMARIA, Jhoseph
25 MERINO HUARIPATA, Dana Sofia
26 MURGA CUADRA, Maria Belen
27 PALOMINO TUFINO, Sergio A.
28 PAREDES MUÑOS, Heber Jared
29 REYNA QUITO, Luis Ángel S.
30 RONCAL SOLANO, José Manuel
31 SÁNCHEZ MINCHAN, Percy F.
32 SÁNCHEZ PCHAMANGO, Jackelin
33 SULLCA CHÁVEZ, Alberth Smith
34 TERRONES LLANOS, Roger A.
ESCALA VALORATIVA NUMÉRICA: ORAL ASSESSMENT
Área : Inglés Trimestre:…………………. Grado: 3°

Sección “B”
STUDENTS´ NAME INDICATORS

N° Fluency Accuracy Pronunciation Intonation Score
ABANTO LINARES, Obed Isai
01
ABANTO CABELLOS, Janfranco
02
ALACANLTARA CERQUIN, Mardely J.
03
08 CHÁVEZ QUISPE, Ricardo Gian P.
12 GAITAN URTEAGA, Fatima Del C.
18 JULCAMORO SOLANO, Nickoll A.
20 LULICHAN CHALÁN, Jhonatan C.
23 MARIN TERRONES, Claudia
27 PALOMINO TUFINO, Sergio A.
29 REYNA QUITO, Luis Ángel S.
31 SÁNCHEZ MINCHAN, Percy F.
Scale: 5 = Excellent 4 = Very Good 3 = Good 2= Ok 1= Poor
GUÍA DE OBSERVACIÓN
Área : Inglés Trimestre:………………….

Grado: 3° Sección “B”
COLLABO
N° INDICATORS RATE WITH
PARTICIPAT E MAKE THE CLASS
SHOW INTEREST TO RESPECT SHOW
ACTIVELY EFFORT
DO THE ACTIVITIES PARTNERS RESPON DEVELOP
DURING THE TO LEARN
OPINIONS SIBILITY MENT
CLASS
01 Students
02
ALACANLTARA CERQUIN, Mardely Jhosely
03
08 CHÁVEZ QUISPE, Ricardo Gian Pierre
12 GAITAN URTEAGA, Fatima Del Carmen
18 JULCAMORO SOLANO, Nickoll Alexandra
20 LULICHAN CHALÁN, Jhonatan Cristian
27 PALOMINO TUFINO, Sergio Antonio
29 REYNA QUITO, Luis Ángel Sebastián
31 SÁNCHEZ MINCHAN, Percy Fernando
A= ALWAYS B= SOMETIMES C = NEVER

GUIA DE OBSERVASIÓN DE COMPOTAMIENTO
TRIMESTER: AREA: English
GRADE: Third SECTION: “B”
CRITERIA
SCORE
CAREFULLY
N°
PARTICIPAT
RATE WITH
THE CLASS
THE CLASS
LISTEN TO
PARTNERS
COLLABO
DEVELOP
OPINIONS
HE/SHE IS
PUNTUAL
STUDENTSŃAME
HAND TO
RESPECT
SIBILITY
HER/HIS
RESPON
HE7SHE
HE/SEHE IS PUNTUAL
RAISES
MENT
SHOW
E
01
02
ALACANLTARA CERQUIN, Mardely Jhosely
03
HE/SHE RAISE HIS/HER HAND FOR PARTICIAPTE
CHÁVEZ QUISPE, Ricardo Gian Pierre LISTEN TO THE CLASS CAREFULLY
08
11 DIAZ SAUCEDO, Jhianeyra J. RESPECT PARTNERS OPINIONS
12 GAITAN URTEAGA, Fatima Del
Carmen
GIL CRUZADO, Alex Martin
13
GONZALES OCAS, Miriam Fiorela SHOW RESPON SIBILITY
15
18 JULCAMORO SOLANO, Nickoll
Alexandra
LUCERO HUAMAN, Dandy Omar COLLABO RATE WITH THE CLASS
19
LULICHAN CHALÁN, Jhonatan DEVELOP MENT
20
Cristian
MALAVER OCAS, Nancy Ximena
21
27 PALOMINO TUFINO, Sergio Antonio
29 REYNA QUITO, Luis Ángel Sebastián
31 SÁNCHEZ MINCHAN, Percy Fernando
ANECDOTIC REGISTER
LISTA DE COTEJO
N° STUDENTS’ NAME Have your practices Develop the complete Present the notebook at Presents order and
Score
stacked in your notebook practice the moment indicated cleaning
ABANTO LINARES, Obed Isai A U S N A U S N

01
02
ALACANLTARA CERQUIN, Mardely J.
03
BARBOZA SÁNCHES, Fiorela Janet
04
BARDALES LUDEÑA, Orlando E.
05
BECERRA TERAN, Kevin Jhoel
06
BECERRA VÁSQUEZ,César Rodrigo
07
CHÁVEZ QUISPE, Ricardo Gian P.
08
CUEVA CABANILLAS, Abi Abner
09
DIAZ ALIAGA, Emilly Nicolle
10
DIAZ SAUCEDO, Jhianeyra J.
11
GAITAN URTEAGA, Fatima Del C.
12
GIL CRUZADO, Alex Martin
13
GICOCHEA HUAMAN, Hector Jesús
14
GONZALES OCAS, Miriam Fiorela
15
HUAMAN CORTINA, Edgar Javier
16
JULCOMORO HUARIPATA, Kevin
17
JULCAMORO SOLANO, Nickoll A.
18
LUCERO HUAMAN, Dandy Omar
19
LULICHAN CHALÁN, Jhonatan C.
20
MALAVER OCAS, Nancy Ximena
21
MANOSALAVA QUIROZ, Dayana
22
MARIN TERRONES, Claudia
23
4=Always 3=Usually 2=Sometimes 1=Never

FICHA DE AUTOEVALUACIÓN (SELF EVALUATION)
SELF EVALUATION
NAME: DATE:
GRADE: 3° SECTION: “B”
INSTRUCTIONS: Put a X in the option that corresponds

YES NO
Did I participate in class?
Did I do the exercises?
Did I finish the practice?
Have I tended attention to the teacher?
What did the class treat?
What did I learn today?
FICHA DE COEVALUACIÓN (COEVALUATION SHEET)
COEVALUATION SHEET
NAME: DATE:
GRADE: 3° SECTION: “B”
INSTRUCTIONS: Put a X in the option that corresponds

Did I participate in class? YES NO
Did I do the exercises?
Did I finish the practice?
Have I tended attention to the teacher?
What did the class treat?
What did I learn today?
A= ALWAYS B= SOMETIMES C= NEVER

METACOGNITION
The students reflect and complete the following table.
WHAT I LEARNT WHAT I WANT TO LEARN WHAT I NEED TO LEARN
FICHA DE HETEROEVALUCIÓN ( HETEROCOEVALUATION)
INDICATORS ALWAYS SIMETIMES NEVER

Prepare teaching
material
He arrives on time to
classes
Show interest to lead
the class
Promotes rules of
coexistence
Demonstrate
preparation and
mastery of the
subject
Take into account the
difficulties of your
students
Explain clearly the
topic to be treated
Articulate previous
knowledge with new
information
Maintains order
during classes
Respect the opinion
of the students
A= ALWAYS B= SOMETIMES C= NEVER

SHEET OF ANECDOTIC REGISTER
SCHOOL: “ Antonio Guillermo Urrelo”

DATE:………………………………………………………….
STUDENT NAME:…………………………………….
OBSERVER: Katherine Casas Cueva.
INDICENT:…………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
………………………………………………………………………………
OBSERVER NOTE:………………………………………………………..
………………………………………………………………………………
OBSERVER
ORAL PRODUCTION EVALUATION RUBRIC (SPEAKING)
Area : English Trimer
Grade:3° Section: “B”
Name:……………………………………………………………………………………………
NAME: NAME:
CRITERIA OF EVALUATION _______ ________
_______ ________
INTERACTION
Understand the questions 3 3
Understand questions when they are sometimes reformulated. 2 2

He has difficulty understanding the questions. It requires continuous repetition of the question
and to be reformulated. 1 1
FLUENCY
Interact fluidly 3 3
Interact by doing some pauses. 2 2
Interact with difficulty 1 1
ACCURACY
Use complete answers 3 3
Use answers giving only sentences 2 2
Give answers using only one word. 1 1
GRAMMAR
Use the language structures correctly 3 3
Sometimes he uses language structures correctly 2 2
Rarely do you use simple language structures correctly. 1 1
VOCABULARY
Use broad vocabulary 3 3
Use basic vocabulary 2 2
The vocabulary is limited 1 1
PRONUNCIATION
It understands what it says. 2 2
Most of the time you understand what it says. 1 1
He does not understand what he says. 0 0
ENTONATION
Does the intonation appropriate when it is a question or an affirmation 3 3
It almost always makes the right intonation when it's a question or an affirmation
2 2
It does not use a different intonation when it is a question or an affirmation.

1 1
TOTAL QUALIFICATION
RULES OF EVALUATION OF WRITTEN PRODUCTION (WRITING)
Name……………………………………………………………………………
CRITERIA OF EVALUATION SCORE
INFORMATION
Gives relevant information 4
Give limited information 2
Give irrelevant information 1
IDEAS
The ideas are well elaborated 4
The ideas are expressed in phrases 2
The ideas are expressed only in words 1
VOCABULARY
Use vocabulary relevant to the context 4
Use vocabulary a bit relevant to the context 2
Uses vocabulary that does not come close to the context 1
STRUCTURE OF THE LANGUAGE
There are few errors in the order of words, pronouns, verb conjugations and use
of plurals 4
There are several errors in the order of words, pronouns, verb conjugations and
use of plurals 2
There are many errors in the order of words, pronouns, verb conjugations and
use of plurals 1
ORTHOGRAPHY
There are few spelling, punctuation and capitalization errors. 4
There are several spelling, punctuation and capitalization errors. 2
There are many spelling, punctuation and capitalization errors. 1
TOTAL QUALIFICATION
CHECKLIST
Personal Letter: Secrets of a Happy Brain

Name:……………………………………………………………………………………..
No Sometimes Yes
The letter follows the correct format.
The writer uses interesting vocabulary words.
Linking words are used to show how the ideas

connect.
All of the sentences are complete. There are no

sentence fragments.
There are no run-on sentences.
Most words are spelled correctly, including

contractions.
Commas are used correctly.
The paragraph includes simple sentences, compound

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The subject in each sentence agrees with its verb.
The paragraph is told in one verb tense, unless the

writer has a good reason to switch to another verb
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HIMNO INSTITUCIONAL

Sobre el viento y el Ande entonemos,

Vacaciones escolares de medio año 24 de Julio al 07 de Agosto

III 07 de agosto al 13 de octubre 10 54

Me comprometo a asumir una

PROFESORA: Katherine Casas Cueva

“Antonio Guillermo Urrelo”

N° DE HORAS SEMANALES: 02 Horas

AÑO ESCOLAR: Marzo a Diciembre del 2018

Katherine Casas Cueva

II. DESCRIPCIÓN GENERAL

La sociedad de la información y del conocimiento, la globalización de la economía y la cultura y

Bimestre Situación Problemática

Comportamiento inadecuado llevado a la agresividad

Inadecuados hábitos de higiene ambiental

Bimestres Valores Priorizados por Actitudes/ comportamientos

Actúa sin discriminar a sus pares

III TOLERANCIA Respeta las ideas de los demás

Ayuda a los compañeros

Discri mina infor mación relevante

Interpreta el contenido del mensaje escuchado

Expresa con claridad ideas, sentimientos hechos.

Interactúa mostrando interés en

Utiliza estratégicamente variados recursos

X Identifica la intención del autor

Infiere el significado de los textos escritos.

Discri mina infor mación relevante y comple

Interpreta el contenido del mensaje

Organiza sus ideas de manera coherente según el

Redacta textos escritos de manera clara y

Elabora textos escritos utilizando la teoría

U6: A place to live Dramatización

autoconocimiento y comparten información de su persona e identidad con los demás. Asimismo,

conversaciones y establecer relaci ones con compañeros en diferentes contextos.

el estudiante reconoce que pertenece y participa activamente de una comunidad mediante la

interacción rutinaria con otro s.

comunicativa en situaciones cotidianas. A través de

socialización y se dan en diferentes entornos de la vida.

oportunidad de expresarse oralmente utilizando recursos expresivos estratégica mente

manteniendo un hilo temático.

“Persona, familia y relaciones humanas”, al presentar situaciones en donde se toman decisiones

y saber aceptar las ideas de los otros.

desarrollando las habilidades comunic ativas a

través de sesiones de repaso simulando diferentes situaciones comunicativas en diversos

relaciones humanas”, especialmente con la competencia de “Construcción de la autonomía” ya

personalidad e identidad. A su vez, estas actividades se vinculan con el área de “Formación

libertad, la honestidad y el respeto y las consecuencias de los actos humanos.

“Persona, familia y relaciones humanas”, al presentar situaciones en donde se toman decisiones

y saber aceptar las ideas de los otros.

intercambio de información entre personas. Los estudiantes desarrollan su capacidad de

informa ción y expresar ideas y sentimientos.

relaciones humanas” porque busca que los

estudiantes participen en actividades de dialogo y dinámicas de juego de roles (role-play) con el

fin de propiciar espacios de interacción en donde compartan experiencias, estilos de vida y

información visual y cuyo propósito es desarrollar estrategias comprensión de textos en los

estudiantes. La Unidad Didáctica X “REVIEW” permite a los estudiantes.

desarrollando las habilidades comunic ativas a

través de sesiones de repaso simulando diferentes situaciones comunicativas en diversos

PRODUCTO ANUAL IMPORTANTE

a.) Communicative and cognitive strategies IMPROVEMENT PLAN ( PLAN DE MEJORA)

las capacidades se evalúan con los indicadores de evaluación de las capacidades.

EVALUACIÓN FORMATIVA: Porque mediante la evaluación identificamos las

1. _______ 2. _ 3. _________

4. _______ 5. _ 6. _________

7. _______ 8. _ 9. _____