NATIONAL UNIVERSITY OF THE PERUVIAN AMAZON

FACULTY OF EDUCATION SCIENCES AND HUMANITIES.

CAREER: FOREIGN LANGUAGES

LEARNING SESSION N 06

1.

GENERAL INFORMATION
1.

School

: San Juan de Miraflores 60024

2.

Cycle

: VII

3.

Area

: Foreign Languages - English

4.

Grade/Section

: 1F, 1 G, 1J

5.

Number of students

: 38

6.

Time

: 90 minutes

7.

Teacher

: Lic. Maria Victoria Ojanama

8.

Trainee

: Rojas Pinedo Sally

Huasanga Pacaya Wendy

9.

Trainer
10.

2.

Date

: Mgr. Guillermina Elisa Gonzales Mera

: 24th, 25th, 26th November 2015.

CURRICULAR INFORMATION
1.

Approach

2.

Title of the learning session : Making my schedule

3.

Transversal content

4.

Competency of the cycle

:
Produces different text with adecuation
and coherence related her/himself, using linguistic and non-linguistic
elements.

5.

Capability

: TEXT PRODUCTION

6.

Values

: Respect

7.

Attitude
classmates are talking.

8.

Expected learning
: Writes a schedule using present simple ad
taking into account the vocabulary learned.
Contextualized content

9.

9.1 Function

: Communicative Approach

Education for the peace and the citizen.

Shows

respect

when

: describing daily routine.

teacher

and

9.2 Grammar
9.3 Vocabulary

: Present simple affirmative

: Get up,take a shower, brush the

teeth, get dressed, have breakfast,wash the hand , comb my

hair, go to school

9.4 Phonology

: Expressions in context that allow to

improve the pronunciation and intonation

9.5 No verbal resources
:
Para textual elements: the illustration, pictures and drawings.
3.

ASSESSMENT:
INDICATORS

ASSESSMENT TECHNIQUES

INSTRUMENTS

-Writes a text taking into

account the text s
information that write.
Systematic observation

Rubric

-Shows respect when

teacher and classmates are
talking.

IV. DIDACTIC DEVELOPMENT

LEARNING
PROCESS

Greetings

STRATEGIES

TIME

INPUT
The teacher greets students, Then the teacher asks the learners for the date. 5 min
Learners respond to the teacher`s question. Finally, a volunteer comes to the
board to write it. Learners check if the date is correct and they repeat it in
plenary. Learners write it on their notebooks.

MA
RE

Teac
learn

Mark

*How are you today?

-Fine thank you.

Tuesday 24st November 2015

Date

Song about routines

The teacher plays a song about morning routines, and the students sing and
clap along the song, the goal is to improve their pronunciation.
Motivation

-In this part of the learning session teacher shows some pictures and ask
students questions to develop previous knowledge. This part is important

10 min

Teac
learn

Lapt
Spea

because it helps students to remember or recognize some ideas that they

can give about the topic.
BRAINSTORMING
-Look at the pictures, and answer the following questions
-

Mark
Boar

5min

Pre writing

Pictu

Mark

Previous
knowledge
*What can you see in these pictures?
*Do you remember these pictures?
*What are they doing?
What is the topic today?

work, watch TV, come back home, go to bed

VERYDAY SCHEDULE

o the homework, watch TV, come back home, go to bed

Eliciting title
-

3 min

Teac
learn

AKING MY SCHEDULE

Cognitive
conflict

Teac
learn

The purpose of the matching activity is that students work the cognitive
conflict, at same time remember the learned vocabulary. After the teacher
gives the instructions to work the activity. The teacher call a student for
explaining to the teacher and his classmates, what they are going to do.
This will help teacher to know if the students really is understanding the
activity

Mark

ACTIVITY N| 1: Check your vocabulary: picture matching

Write the correct verb phrase in the box below the picture.

10min Teac
learn

Phot
Mark
Boar

Teac
In this activity, students put the activities in correct order. This is
important they can recognize the order and the importance of having an 10 min learn
organized day for doing their own schedule.
Phot
ACTIVITY N 2: Check your grammar

Look at the pictures. Then complete the paragraph. Use the phrases from
activity 1.

Mark

Boar

While ..
PROCESS
-

In this activity, teacher is going to give students a copy of the schedule

chart that they filled in the previous class. But this time it is going to be

16 min Teac

empty, students are going to fill it with their own information.

learn

Lean
ACTIVITY N 3: Filling your own schedule chart
Fill the blank spaces in the chart with your own information. You can use
information of previous lessons.
Activities
____
in the
afternoon
Mon
Learning
day
construction
Tues
day
Wed
nesd
ay
Thur
sday
Frid
ay

Mark

Boar

3 min

Teac
learn

REFLECTION:
Les gusto la actividad?
Qu les ayudo a hacer la actividad?
Encontraron dificultades en el momento de leer?

Post ..

(language
analysis )
Gramtica
Vocabulario
Pronunciaci
n

-In this activity of post-writing, students are going to demonstrate everything

that they have learned through all these weeks. With the teachers help,
they are going to write their own routine or their ideal routine. This is
21 min
because, we need to teach students to be organized with their time and be
responsible with their duties.

Lear
note

ACTIVITY N 4: Writing your daily routine

According to your schedule write a short paragraph about your daily routine.
You can follow the example in Activity N 2 and use all the vocabulary of
previous lessons.

I get up at 6:00 am and

Transference ______________________________________________________________ 2 min
______________________________________________________________
______________________________________________________________
Assessment

Teac
learn

Teac
learn

Mark

Boar

HOMEWORK: Draw your favorite activity of your daily routine and explain
in English to the class.
Metacognitio
n

5 min

Every activity will be assess through the use of rubrics

- Teacher asks students to reflect these questions on the class

Qu aprendimos hoy?
Cmo lo aprendimos?
Para qu lo aprendimos?

V.

BIBLIOGRAPHY

MINISTRY OF EDUCATION. National Curriculum Design-DINEIP-DINEESSP.2010

Lima.
MINISTRY OF EDUCATION. English 2- Teachers guide 2012.
MINISTRY OF EDUCATION. Orientaciones para el Trabajo Pedaggico en el rea de
Ingles. Lima. 2010
MINISTRY OF EDUCATION. Gua de Evaluacin del Aprendizaje. Lima. 2010.
TANNER Rosie and GREEN Catherine (1998).Task for teacher education. A reflective
approach. First edition. England. Pag. 65-71

VI.
1.

APPENDIX
Instrument

RUBRIC N1: Assessing attitude and effort

The rubrics total grading is vigesimal (20 points).

ATTITUDE
AND
EFFORT
Attitude

BELOW THE
STANDARD
1 PTS
Refuses to
participate. "I
don't care"
attitude.

APPROACHIN
G THE
STANDARD
2 PTS
Will participate
with prodding.
Able to change to
a more positive

MEETS
THE
STANDARD
3 PTS
Ready to
participate.
Comes with a
postitive

EXCEEDS
THE
STANDARD
4 PTS
Consisitently
ready to
participate.
Supports others.

____

Teac
learn

attitude.

Organization

Does not bring

materials. Work
turned in late.
Materials and
space are messy
and disorganized.

Some missing
materials. Work is
sometimes turned
in late. Materials
and space are
sometimes messy
and disorganized.

Respect For
Others

Disrupts others.
Unsupportive
comments.
Unwilling to
work with others.

Initiative

Does not ask for

help. Needs
frequent clues to
begin tasks.

Occasionally
disrupts.
Occasionally
makes
unsupportive
comments.
Prodding needed
to work with
others.
Sometimes asks
for help when
needed.
Sometimes
requires cues to
begin work.
Generally revises
work.

Attention

Inattentive,
disengaged, and
distracted.

Inconsistent
engagement.
Sometimes
distracted.

attitude and
stays
positive.
Prepared
with all
materials.
Work done
on time.
Materials and
space
organized
and neat.

No
disruptions.
Polite to
others.
Regualarly
ready to
work with
others.
Regularly
asks for help
when needed.
Regularly
ready to
work.
Regularly
revises work.
Focused,
involved,
asks relevant
questions,
and makes
relevant
comments.

Works to include
others.
Enthusiastic.
Prepared with all
materials.
Manages time
and produces
best work.
Materials and
space are
organized, neat,
and precise.
Reminds others
to be ready.
No disruptions.
Supportive of
others. Takes
leadership role.

After trying
independently,
always asks for
help.
Consistently
goes beyond
expectations.
Always puts
forth best effort.
Attentive,
involved.
Initiates
discussion.
Encourages
others. Helps
bring back focus.
Total---->

____

____

____

____

____

Teaching Practice I, II, III. 4/10/2015.