SESIÓN DE APRENDIZAJE N° 02 - 2023

I. DATOS INFORMATIVOS:

UNIDAD N° : 01
NIVEL : SECUNDARIO
NOMBRE DE LA SESIÓN : REVIEW:
Physical appearance (Vocabulary and sentences)
Present Progressive for future
Places around town
Comparative and superlative adjectives
Reading Comprehension
GRADO Y SECCIÓN : 2º A - B
PROFESOR : YENIXA NUÑEZ DIAZ
ÁREA : INGLÉS
FECHA : DEL 13 AL 17 DE MARZO DEL 2023

II. PROPOSITOS DE APRENDIZAJE:

Repasar una variedad de gramática y temas de vocabulario cubiertos en los anteriores niveles, y de esta manera identificar lo que
los estudiantes puedan aún necesitar trabajar antes de comenzar el nivel.

COMPETENCIAS CAPACIDADES DESEMPEÑO CAMPO TEMATICO

Lee diversos  Infiere e  Identifica información explícita, relevante y  Reading comprehension: read
tipos de textos interpreta complementaria distinguiendo detalles messages, read a website.
en inglés como información del dispersos en el texto que contienen
lengua texto escrito. algunos elementos complejos en su
extranjera estructura y vocabulario cotidiano, en  Vocabulary:
diversos tipos de textos escritos en inglés. Physical appearance, places
around town.
Escribe en  Utiliza • Emplea convenciones del lenguaje escrito
inglés diversos convenciones del como recursos ortográficos y gramaticales de
tipos de textos lenguaje escrito mediana complejidad que le dan claridad y  Grammar:
en inglés de sentido al texto. Ejemplo: physical Present progressive for future,
forma appearance, present progressive for future, comparative and superlative
pertinente. comparative and superlative adjectives, usa adjectives.
recursos textuales para aclarar y reforzar
sentidos en el texto.

ENFOQUE TRANSVERSAL Orientación al bien común

COMPETENCIA TRANSVERSAL Se desenvuelve en entornos virtuales generados por las TIC
III. SECUENCIA DIDACTICA:

ETAPAS TIEMP
ACTIVIDADES DE APRENDIZAJE RECURSOS
SUBTEMAS O
INICIO • T explain Ss they will need their dictionaries to help
themselves with Reading activities. 20 Dictionary
min.
 Introduce to the Ss vocabulary related to the physical
 appearance, then some students must describe
themselves. Estudiantes

• On the board, write:

Desarrollo
- I’m taking a painting course. guiado en clase
- Next year, I’m taking a painting course.

Ask: ¿What is the difference in these sentences? (The first

sentence is talking about something happening right now. Smartboard
The second sentence is talking about the future.) Read out
the example sentence. Students work individually to
complete the sentences. Tell students to use contractions if markers
possible. Check the answers as a class.

 Tell everyone in class to stand up. Pick the three tallest

students and ask the rest to sit down. Say: X is tall. Y is
taller than X. Elicit more statements about the students
using comparative and superlative forms. Say: Z is taller
than X and Y. Z is the tallest student in class.

PROCESO
O  Physical Appearance:
DESARROLL
Exercise 8:
O
Students complete the exercise individually. Check the
answers as a class. Then in pairs, have students use the
checked words to make statements about the man’s Cuaderno
physical appearance. Make sure students use has for de trabajo
a beard, a mustache, hair, eyes, and is for bald, overweight,
or slim. For glasses point out that it is possible to say He is
wearing glasses or He has glasses.

Exercise 9:
Read out the original sentence in the example. Point to Fichas digitales
James in the picture in exercise 9 and ask: Does he have facilitado por el
long hair? (no) Read the correction in the example answer. 50 docente.
Students correct the mistakes individually. Then have them min.
compare answers with a partner. Check the answers as a
class

 Present progressive for future:

Exercise 13:
Read out the example sentence. • Students work
individually to complete the sentences. Tell students to use
contractions if possible. • Check the answers as a class.

Exercise 14:
Read out the pair of example sentences. Ask: What in the
first sentence indicates that the action is happening now?
(the command to be quiet) What in the second sentence
indicates that the action is in the future? (the word later) •
Students complete the exercise individually. • Check the
answers as a class.
  Comparative and superlative adjectives:

Exercise 18:
Elicit or review that words that have two or more syllables
(e.g., beautiful) use more + adjective or most + adjective.
Remind students that some adjectives have irregular
comparative and superlative forms that require a different
spelling. • Students complete the crossword. • For an extra
challenge with a stronger class, do this as a race. • Have
students compare answers with a partner. • Check the
answers as a class. • If students had problems with bad and
far, point out that these are examples of adjectives that
have irregular comparative and superlative forms. Write on
the board bad and elicit worse / worst. Write far and elicit
further / farther and furthest / farthest.

Exercise 19:
Read out the example answer. Draw attention to the
spelling of biggest. Explain that short words that consist of
a consonant / vowel / consonant pattern need to double
the last consonant before adding -er or -est. Students
complete the exercise individually. • Go over the answers
as a class. Review any rules for comparatives and
superlatives as outlined in exercise 18. • If students had
problems with good, point out that this is another example
of an adjective that has an irregular comparative and
superlative form. Write on the board good and elicit
better / best. If students had difficulty with the spelling of
busiest, review rules for changing y to i and adding -er for
comparative, and -est for superlative.

Exercise 20:
Tell students to look at the picture. Ask: Has anyone
vacationed in Cartagena de Indias? What about Bogotá? If
yes, invite students to share; if not, have them comment if
these look like good vacation spots. • Students complete
the exercise individually. • Go over the answers as a class. •
Review any rules for comparatives and superlatives as
outlined in exercise 18.

Exercise 6:
CIERRE • Write: I’m teaching. I teach every day. Ask: What’s the
(Activación difference? (The first describes something happening now, Cuaderno
de trabajo
de the second a regular activity.) Read out the example. Ask:
metacognici What verb form is this? (simple present) When do we use it?
ón) (for regular actions) • Students do the exercise individually. 20
min.
Exercise 11:
• Read out the example sentence. Then elicit the answer to Fichas digitales
the second blank. • Students complete the exercise facilitado por el
docente.
individually. Tell them to think about meaning. Also suggest
that they notice if the exercise item is a statement or
question, affirmative or negative. Circulate and go over any
rules as outlined in exercise 10. • Bring the class together and
 check the answers.

Exercise 20:
• Tell students to look at the picture. Ask: Has anyone
vacationed in Cartagena de Indias? What about Bogotá? If
yes, invite students to share; if not, have them comment if
these look like good vacation spots. • Students complete the
exercise individually. • Go over the answers as a class. •
Review any rules for comparatives and superlatives as
outlined in exercise 18.

EVALUACIO
 Intervención oral y escrita. Oxford Enlgish
N hub
(Muestra  Producción en clase y como actividad de refuerzo en casa.
de Smartboard
desempeño
) Classroom

TÉCNICA E  Lluvia de ideas, participaciones orales, exposición de sus producciones, desarrollo

INSTRUME guiado.
NTOS DE  Libro de guía de trabajo.
EVALUACIÓ  Fichas digitales de producción y cuaderno de trabajo.
N

BIBLIOGRAFIA:

https://englishhub.oup.com/myDashboard
www.oxfordlearnersbookshelf.com
linkit.oxfordonlinepractice.com

Observaciones:
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