Documentos de Académico
Documentos de Profesional
Documentos de Cultura
I. DATOS GENERALES
1. Área : Inglés
2. Grado :
3. Semana :
4. Nombre de la Sesión : This is my family
5. Docente : María del Carmen Ure pachas
Interactúa estratégicamente con Participa en situaciones comunicativas de índole personal y cotidiano alternando roles y haciendo uso de
distintos interlocutores textos orales simples (Is this Paul’s sister?).
COMPETENCIA
TRANSVERSAL DESEMPEÑO
/CAPACIDADES
Define metas de aprendizaje Determina metas personales de aprendizaje viables relacionándolas con sus capacidades, habilidades y potencialidades para autorregular
sus aprendizajes en base al logro de la tarea.
.
ENFOQUE ACTITUDES OBSERVABLES
TRANSVERSAL
Intercultural Los docentes y estudiantes acogen con respeto a todos, sin menospreciar ni excluir a nadie en razó n de su lengua, su manera de hablar, su forma de vestir, sus
costumbres o sus creencias.
Los docentes previenen y afrontan de manera directa toda forma de discriminació n, propiciando una reflexió n crítica sobre sus causas y motivaciones con todos
los estudiantes.
DESARROLLO 1. Say, “Now we’re going to make some sentences with family vocabulary. Repeat after me.” And read all of the Images to
family vocabulary in the box, asking Ss to repeat each new word. describe
people
2. Say, “Look at the examples. Paul is Ana’s brother. Ana is Paul’s sister.” Elicit the meaning of brother and sister,
and write these two sentences on the board.
3. Underline the ‘s in the words ‘Ana’s’ and ‘Paul’s’, and ask “What is this ‘s for?”
4. Say, “Ana’s brother means ‘the brother of Ana’. And Paul’s sister means ‘the sister of Paul.’” On the board,
write ‘Ana’s brother = the brother of Ana’ and ‘Paul’s sister = the sister of Paul’.
5. Say, “Work with your group to complete the sentences like in the example. You have 8 minutes.”
6. When the time is up, go from group to group and check the answers.
1. Quiz the students for a few minutes with questions like, “Who is Tom’s sister?” “Who is Henry’s wife?” etc.
2. Pass out a set of cards to each group.
CIERRE 3. Take a card and say, for example, “This is Paul’s sister.” Ss have to answer with that person’s name, in this case,
Ana.
4. Ss take turns taking cards and explaining the relationship for other students to guess the name of the person.
ASSESSMENT 1. Assess students with the participation checklist during the practice and production phases. Speaking
checklist
SELF- 1. Ask Ss “Raise your hand if you have a sister.” “Raise your hand if you have a brother.” “Did you learn some
ASSESSMENT new words today?”
2. Why is it important?
Ojo: los procesos pedagógicos son recurrentes y no tienen categoría de fijos.
ANEXOS
(Fichas, instrumentos de evaluación, lecturas, otros)