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1. “Año de la lucha contra la corrupción e impunidad”
SESION DE APRENDIZAJE N°….
“ ……….”
I. DATOSINFORMATIVOS:
1.1. SECONDARYSCHOOL :
1.2. AREA :
1.3. ACTIVITYNAME :
1.4. GRADES :
1.5. TIME :
1.6. DATE :
1.7. TEACHER :
II. Cross-curricularapproach:
APPROACH VALUE ATTITUDES
Intercultural Approach Respect the cultural identity.
Recognition to the value of the several cultural
identities and the relationship belongings of the
students.
III. Learning Purpose:
COMPETENCES CAPABILITIES HOLDINGS TOPICS PRODUCT
Interact orally in
English as a
foreign language
 Infers and interprets
information from oral
texts.
 Use nonverbal and
paraverbal resources
strategically.
 Interact strategically
with different
interlocutors.
 Practice the vocabulary
presented using various learning
techniques.
 Employs gestures strategically,
body movements, eye contact
and movement to emphasize
what he says and keep the
listener's interest.
 Participate in dialogs alternating
the roles of speaker and listener.
Grammar:
verb be: I, you, he,
she, it
Vocabulary:
Numbers:0-10
Days of the week
Countries
Pronunciation:
Word stress; /h/,
/aɪ/, and /i/
Sentence stress;
/ɪ/, /oʊ/, /ɛ/
Quiz
Dialogue
IV. EDUCATIONAL SEQUENCE:
STAGES LEARNING ACTIVITIES RESOURCES TIME
BEGINNING
 Teacher greets the students.
 Teacher focuses on the posters for the concerts. Asks Sts if they know those
singers. Asks questions Where is Adele from? (England) Where is Justin
Bieber from? (Canada), then asks What time is Justin Bieber’s concert?
(7:00 p.m.)
 Teacherplaysthe audio 19 once for Sts to listen. Plays the audio again, pausing
to give Sts time to write the answers.
 Teacher plays the audio 20 and get Sts to repeat in chorus. Encourages Sts to
copythe rhythm of the questions in the dialogue.
 Puts Sts in pairs, A and B. Tells Sts that theyare going to practice the dialogue.
Gives eachstudent a role. Demonstrates the dialogue with two strong Sts. Then
asks Sts to practice the dialogue. When they finish, tells them to change roles.
Listens for pronunciation mistakes and write them on the board. Then models
and drills the corrected items with choral and individual repetition.
 Then teacher focuses on the pictures. Asks he, she or it? For each picture. Tell
Sts to fill in the blanks.
Board
Markers
Pictures
45’

2. PROCESS
 Teacher shows a list of example sentences, then plays the audio and asks Sts
to listen and repeat the example sentences.
 Teacher goes to the rules with the class using expanded information. It is
allowed to used L1 here.
Board
Notebooks
Pens
Markers
Handouts
Wallpapers
Pictures
45’
CLOSURE
 TeachergivessomeexercisesandgetsSts to dothem individuallyor in pairs. If
they do individuallygets them to compare answers with a partner. See annex 01
 Teacher checks answers, getting Sts to read the full sentences aloud.
Metacognition:
 The Sts answer the following questions
 What did we learntoday?
 Didyou understandtoday’s lesson?
 Howdid you feelin this class?
Dialogue 45’
HOMEWORK:TeacherasksSts to look for morecountrynames.

3. COMPETENCES CAPABILITIES HOLDINGS INSTRUMENT
Interact orally in
English as a
foreign language
 Infers and interprets
information from oral texts.
 Use nonverbal and paraverbal
resources strategically.
 Interact strategically with
different interlocutors.
 Practice the vocabulary presented using
various learning techniques.
 Employs gestures strategically, body
movements, eye contact and movement to
emphasize what he says and keep the
listener's interest.
 Participateindialogsalternatingthe roles of
speaker and listener.
ChecklistJIM DARWIN GUIMAC ZUMAETA
ENGLISH TEACHER
SEGUNDO ANÍBAL CLAVO COPIA
SCHOOL DIRECTOR

4. ANNEX 1