English lesson N° 04

Lesson title: “Let´s eat some traditional Peruvian food”

ACTIVITY 1: “My country, my community and my tradition”
Learning experience 5 E.L N° 04 Date: 17 and 20 Oct
Fourth bimester
Cycle: VII Grade and section: 4° A, C, E, F and G LEVEL A1

Hours: 3h

Teacher Lilliam Jeanelle Gómez Coveñas

Lesson objective: Infiere e interpreta información para describir a su comunidad mediante
una publicación.

1. LEARNING PURPOSES AND EVIDENCES

COMPETENCIA DESEMPEÑOS CRITERIOS DE Evidencias del
EVALUACIÓN aprendizaje
LEE DIVERSOS TIPOS DE  Identifica información  Identifica información Post about their
TEXTOS EN INGLÉS COMO explícita, relevante, explicita, relevante y community.
LENGUA EXTRANJERA complementaria complementaria de 2 Técnicas e
distinguiendo detalles publicaciones de blogs. instrumento de
CAPACIDAD: dispersos en 2 evaluación.
publicaciones de blogs,
 Obtiene información donde describen lo Checklist
del texto escrito. orgullosas que están
de sus ciudades natales
que contienen algunos
elementos simples en
 Infiere e interpreta su estructura (Nouns,
información del texto adjectives and useful
escrito. phrases) y vocabulario
cotidiano en diversos
tipos de textos escritos
en inglés.
 Deduce diversas  Deduce el significado de
relaciones lógicas palabras, frases y
(adición, contraste, expresiones sobre la
secuencia, semejanza- diversidad cultural de su
diferencia y causa) y país o región.
jerárquicas (ideas
principales y  Señala la diversidad
complementarias) cultural de su país o
sobre la diversidad región.
cultural de su país o
región y Señala las
 Reflexiona y evalúa la características de
forma, el contenido y el seres, objetos, lugares
contexto del texto y hechos, y el
significado de palabras,
escrito.
frases y expresiones en
contexto.  Opina en inglés de
manera oral o escrita
 Opina en inglés sobre sobre la diversidad
el contenido, cultural de su país o
ENFOQUE TRANSVERSAL ACCIONES OBSERVABLES
 Los docentes y estudiantes acogen con respeto a
Enfoque Intercultural todos, sin menospreciar ni excluir a nadie en razón
Valor: Respeto a la identidad cultural de su lengua, su manera de hablar, su forma de
vestir, sus costumbres o sus creencias.

2. LESSON SEQUENCING
SEQUENCE ACTIVITIES/TASKS RESOURCES TIME
AND
MATERIALS
BEGINNING
 The teacher greets the students and asks them how  Laptop 20’
they are today. Likewise, she reminds them to respect  Projector
the rules of coexistence.

 After that, the teacher presents the name of learning

experience N° 5: “Let’s eat some traditional Peruvian
food”.

 The teacher presents a video and then she asks the

following questions:

 What’s the video about?

 What region is it?
 What are their typical food and drink?
 What are the typical dishes and drinks of your
community?

 The teacher asks for volunteers and congratulates them

for their participation.

 The teacher presents the title of the activity 1: “My

country, my community and my tradition”, the
purpose of the lesson which is: Infer and interpret
information to describe my community through a post
 and the checklist. She asks for volunteers to read the
purpose and evaluation criteria.

DEVELOPING  The teacher presents the students a text about the 90’
cultural diversity of the city of Ayacucho and from the  Board
text that the students read, they identify the  Markers
adjectives, nouns and verbs. Teacher gives some  Laptop
information about that (rules). Likewise, she asks for  Projector
volunteers to make some sentences based on what  Worksheet
has already been explained.

 The teacher congratulates them for their participation

and corrects them if it is necessary.

 After that, the teacher reminds them that a word can

have several functions depending on the context in
which the sentence is found. Also, she presents some
exercises and the students develop the exercises
based on the information provided.

 The teacher asks them if they have any questions

about the activity and asks them to work individually.
Then, everyone is asked to participate in the
development of the exercises. Students receive
feedback if it is necessary. Likewise, she congratulates
them for their participation.

 After that, the teacher gives the worksheet to

develop with the students. She tells them that she
will give them three minutes to solve the first two
exercises. The teacher answers any questions they
have and lets them work alone. Then, she calls
following the order of attendance and the students
participate orally. Likewise, she congratulates them
for their participation.

 The teacher explains that they will do a listening

activity, presents the audios and repeats it at least
twice. She asks for volunteers to participate orally
and also congratulates them for their participation.

 She explains that the next exercise is just to complete

the information already heard. Likewise, she invites
two students to carry out the dialogue.

 Then she asks them to do the following exercise and

they all solve it together.

 Likewise, she provides feedback to the students if it is

necessary and emphasizes in the pronunciation of
"proud of" by telling them that to pronounce these
words they must put them together and make it
 sound like an r in the middle.

CLOSING  The teacher indicates that as final activity they will have  Notebook 25’
to complete their post individually about their  Pen
community. Likewise, she presents an example that
appears at the beginning of class and explains that they
should make some changes in the highlighted words
(color red) replace them by others and adding real
information about their community. She solves doubts
if it is necessary.

 The teacher supervises the students' work and helps if

it is necessary.

 Volunteers are asked to come forward to share their

posts.

 The teacher congratulates them and gives them the

necessary feedback.

 Finally, the teacher asks metacognition through the

following questions:

 ¿Qué aprendí hoy?

 ¿Cómo lo aprendí?
 ¿Para qué me servirá lo aprendido?

 The teacher congratulates the students for their

participation.

ASSESSMENT TOOL: Checklist

SLIDES USED IN THE PRESENTATION: