“AÑO DEL BICENTENARIO, DE LA CONSOLIDACIÓN DE NUESTRA INDEPENDENCIA, Y DE LA CONMEMORACIÓN DE

LAS HEROICAS BATALLAS DE JUNÍN Y AYACUCHO”

LESSON N° 01 “HOW DO YOU FEEL?”
1. General Information:

"Identificamos nuestras debilidades y proponemos actividades para

 UNIT N.°01
mejorar nuestra salud integral"
 PURPOSE: Identifies its emotions and communicates them.
We show respect, responsibility, friendship to promote great convivence in
 VALUES:
our classroom.
 SUBJECT: English
 PRODUCT: Handout “How do you feel? ”
 DATE: From March 21st
 TEACHER:
 GRADE AND
3rd A, F
SECTIONS:
 CROSS
Common good
APPROACHES:
 COMPETENCY: Writes different types of texts in English as a foreign language.
 Adapts the text to the communicative situation.
 Organizes and develop ideas in a coherent and cohesive way.
 CAPACITIES:
 Uses conventions of written language appropriately.
 Reflects on and evaluate the form, content, and context of written text.
 LESSON’S LENGTH: 90’

2. Pedagogical activities:

TIME / ACTIVITIES RESOURCES/

LENGTH (Pedagogical processes) MATERIALS
1. The teacher greets to the students.  Class rules
2. The teacher asks the students to remember the “CLASS RULES” (handout)
before to start the class.
Motivation:
Beginning 3. Breaking ice activity: Guessing how do they feel? Teacher asks
25’ five students stand up in front of the class and gives them some
flash cards about emotions, but they do not show to their partners
after this one by one the five students act according to the
emotion showed in the flashcards, the rest of the class will should
guess, and say what the name of this emotion is. (Active pause)
Purpose and assessment criteria:  Lesson’s
Development 1. The teacher shows and discuss with the students about the purpose
45’ lesson’s purpose and the assessment criteria.
Previous knowledge:  Whiteboard
2. The teacher stick on the whiteboard some flashcards about and
feelings and emotions and ask the students identify them and say markers.
in which situations they feel in this way.
3. The teacher listens the student´s answers and writes or pastes  Handouts
cue phrases to communicate vocabulary and some expressions
like: I feel furious when…
Cognitive conflict:
4. The teacher asks the students the following questions: Is correct
to feel upset or sad sometimes? / What do you do when you feel
in this way? / How long are you in this mood: sad or upset? Is
correct to feel sad or upset for a long time? Why/ Why not?
 Information processing:
5. The teacher listens to the students’ answers and explain some
grammar points to express feelings in English.
6. The teacher presents some expressions in order to the students
can identify their feelings in specific situations, using some
prompts in order to make sentences, like: I feel sad when I argue
with a friend / I feel stressed when I have difficult exam, etc
Learning application:
1. The teacher gives the students a worksheet “How do you
feel?” and ask them to complete the activities: Match the
pictures with the feelings. / How are these people feeling?
Read the statements and write the correct feeling or emotion
in the gaps.
Assessment & feedback:  Checklist /
1. The teacher asks for some volunteers to read their answers aloud Rubric
and uses a checklist or a rubric to register their participations.
2. The teacher listens to the students’ answers and gives feedback
about grammar or pronunciation when it is necessary.
Metacognition:
Closing 1. The teacher asks some questions to the students:
20’  In this task, which knowledge we could remember?
 How difficult did you find this task?
2. The teacher listens to the students’ answers and dialogue with
them sharing their opinion or giving more feedback if it is
necessary.
3. Teacher farewells from the Ss.
1.Assessment‌:
a. Instrument: Check List (Individual)

Write different types of texts in English as a foreign

ENGLISH AREA COMPETENCY:
language.
PRODUCT /EVIDENCE: Handout
ACHIEVEMENT LEVEL
CRITERIA: Outstanding Adequate Elementary Not
achievement achievement achievement achieved
Adapts the text to the communicative situation.
Organizes and develops ideas in a coherent
and cohesive way.
Uses conventions of written language
appropriately.
Reflects on and evaluates the form, content,
and context of written text.
GRADE: 3rd
CROSS COMPETENCY: Manage its learning autonomously.
PRODUCT /EVIDENCE: Handout
ACHIEVEMENT LEVEL
CRITERIA: Outstanding Adequate Elementary Not
achievement achievement achievement achieved
Determines viable learning goals.
Organizes a set of actions based on time and
of the resources available to achieve the
learning goals.
Reviews the progress of the proposed actions,
and the choice of strategies and considers the
opinion of its peers to reach the expected
results.
Explains the outcomes obtained.
GRADE: 3rd

Lima, March21st 2024.

Teacher