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LEARNING LESSON

I. General Data:

1.1 AREA:Foreign Language- English 1.2 Grade: 1 1.3 Section: A-B-C


1.4 Time: 90 minutes. 1.5 Date: March 21st TO 23rd 1.6 Teacher: Mara Tasayco Bautista.
1.7 Topic: Introduce yourself. II. Expected learning.
III. Transverse theme: Use expressions
appropriately.

IV. DIDACTIC SEQUENCE:

METHODOLOGICAL STRATEGIES Resources Time


Beginning: Students and teacher greet cordially and do the sign cross, then USB
Ss. do our ritual BRAIN GYM, then Ss. listen to music during the class. The Recorder
motivation begins when The teacher sticks letters on the board, Ss look and med book
she asks to a volunteer ss. To put in order them. Previous Knowledge Board, 30
volunteers Ss. Go to the board and put it in order them. (Welcome) Markers
.Cognitive Conflict when the teacher asks: What is the meaning of? Ss
answer making mimes, The teacher correct if it is necessary. Writes the title, notebooks
the Capabilities of the area, the Indicator achievements and the
Resource on the board. Ss. copy it in their notebooks.
PROCESS: The teacher writes a song on the board ( Good Afternoon Dear Med book 20
teacher etc. Ss. Repeat, then they sing. Finally The teacher Writes on the anexo
board a presentation on the board Hello my name is Maria Tamayo, I
ENDING: Ss. work in pairs and have to make a presentation alone.
Metacognition: Teacher makes students think about what they have learnt
by asking the following questions: What did I learn today? How did I 40
learn? How did you feel?
V. ATTITUDES AND CAPABILITIES EVALUATION:

CAPABILITIES INDICATORS ACHIEVEMENTS INSTRUMENTS


OF THE AREA
Oral expression. Use expressions appropriately to make instructions. Check list

BIBLIOGRAPHY:
English secondary 1
English for South America 1
Teenagers New Generation Students book -1

PRINCIPAL ENGLISH TEACHER


Andrs Jaramillo Reyes Mara Esther Tasayco Bautista
LEARNING LESSON
I. General Data:

1.1 AREA:Foreign Language- English 1.2 Grade: 3 1.3 Section A, B,C.


1.4 Time: 90 minutes 1.5 Date: March 21st TO 23rd 1.6 Teacher: Mara Tasayco Bautista.
1.7 Topic: I have a wonderful, Family. II. Expected learning.
III. Transverse theme: Describe to his/ her family.

IV. DIDACTIC SEQUENCE:

METHODOLOGICAL STRATEGIES Resources Time


Beginning: Students and teacher greet cordially and do the sign cross, then USB
Ss. do our ritual BRAIN GYM then, students listen to music during the Recorder
class. The motivation begins when the teacher stick a wall chart on the
board.and Previous Knowledge, Ss. Talk about the picture on the board, Board, 30
they mention some names. Cognitive Conflict when the Teacher writes markers
words like My, Your, Their, on the board then the teacher asks What are notebook
they! Are they useful, Then the teacher Writes the title, the Capabilities of dictionary
the area, the Indicator achievements and the Resource on the board.
PROCESS: Ss. Have a handout in order to write the names of the families.
They cut it and glue in their notebooks Then, they have to complete the Med book 30
reading about families. All is check and glue in their notebook. Hand out
ENDING: Ss. in pairs do a short dialog about the family
Metacognition: Teacher makes students think about what they have learnt
by asking the following questions: What did I learn today? How did I scissors 30
learn? How did you feel? Stamp

VI. EVALUACIN DE ACTITUDES:

BIBLIOGRAPHY:
English secondary 3
English for South America 3
Teenagers New Generation Students book -3

PRINCIPAL ENGLISH TEACHER


Andrs Jaramillo Reyes Mara Esther Tasayco Bautista
LEARNING LESSON
I. General Data:

1.1 AREA:Foreign Language- English 1.2 Grade: 4 1.3 Section A, B,C.


1.4 Time: 90 minutes 1.5 Date: March 21st TO 23rd 1.6 Teacher: Mara Tasayco Bautista.
1.7 Topic: Talking about Health problems. II. Expected learning.
III. Transverse theme: Describe health problems.
The bad way of use free time.

IV. DIDACTIC SEQUENCE:

METHODOLOGICAL STRATEGIES Resources Time


Beginning: Students and teacher greet cordially and do the sign cross, then USB
Ss. do our ritual BRAIN GYM, then, students listen to music during the Recorder
class. The motivation The teacher sticks pictures on the board. Previous pictures
Knowledge Ss. Say: what are they seeing. Cognitive Conflict when the Board, 20
teacher asks to the Ss. How do you recommend to do? What words are you
using?. If there are mistakes the teacher clarifies the doubt. The teacher markers
Writes the title, the capabilities of the area, the Indicator achievements lexical cards
and the resource on the board. notebooks
PROCESS: The students have a hand out to with an e-mail in which a friend
is telling other how do they feel. They recognize words to use to make Med book 30
recommendations and make a mind map in teams. Put it on their notebooks. Dictionary
All is cheeked.
ENDING: Ss. Into teams are writing two sentences to recommend using
modals. scissors
Metacognition: Teacher makes Ss. think about What they have learnt by Stamp 40
asking the following questions: What did I learn today? How did I learn?
How did you feel?
V. ATTITUDES AND CAPABILITIES EVALUATION:

CAPABILITIES INDICATORS ACHIEVEMENTS INSTRUMENTS


OF THE AREA
Oral expression. Talk about some rules to be a survival guide. Check list

BIBLIOGRAPHY:
English secondary 4
English for South America 4
Teenagers New Generation Students book -4

PRINCIPAL ENGLISH TEACHER


Andrs Jaramillo Reyes Mara Esther Tasayco Bautista
LEARNING LESSON
I. General Data:

1.1 AREA:Foreign Language- English 1.2 Grade: 5 1.3 Section A, B,C.


1.4 Time: 90 minutes 1.5 Date: March 21st TO 23rd 1.6 Teacher: Mara Tasayco Bautista.
1.7 Topic: What happen ? II. Expected learning.
III. Transverse theme: Describe events.

IV. DIDACTIC SEQUENCE:

METHODOLOGICAL STRATEGIES Resources Time


Beginning: Students and teacher greet cordially and do the sign cross, then USB
Ss. do our ritual BRAIN GYM, then, students listen to music during the Recorder
class. The motivation Ss. Close their eyes and the teacher reads the book Med. book
page 8 . Previous Knowledge Ss. Say: what happen in the reading, What is 20
the reading about? Cognitive Conflict when the teacher asks Ss. In which markers
time do you think is the reading? How do you know? If there are mistakes dictionaries
the teacher clarifies the doubt. The teacher Writes the title, the capabilities notebook
of the area, the Indicator achievements and the resource on the board.
PROCESS: The students in teams put in order the sentences in page 9, then
write on the board and copy in their notebooks. 30
Then Ss. Prepare a drafting about actions they did and so. verb list
Teacher monitory the exercise and check.
ENDING: Ss. In teams make a speech about some incidents occur them.
Finally they give a speech.
Metacognition: Teacher makes Ss. think about What they have learnt by papers 40
asking the following questions: What did I learn today? How did I learn? Stamp
How did you feel?
V. ATTITUDES AND CAPABILITIES EVALUATION:

CAPABILITIES INDICATORS ACHIEVEMENTS INSTRUMENTS


OF THE AREA
Oral expression. Describe past and present events. Check list

BIBLIOGRAPHY:
English secondary 5
English for South America 5
Teenagers New Generation Students book - 5

Coordinador de rea ENGLISH TEACHER


Mara Esther Tasayco Bautista