UNIDAD 1 SEMANA 1

I. DATOS GENERALES

Institución: Colegio de Alto Rendimiento MADRE DE DIOS

Asignatura: Inglés

Título de la Unidad: Introductory Week,

Familiarization of Leisure and Work,

Individuals and Society,

Urban and Rural Environment.

Bimestre: I

Horas pedagógicas: 10 horas

Grado y sección: 3 A-B-C-D

Acompañante académico: Michael Paulo Jhon de la Cruz Valles

II. VALORACIÓN DE LOS APRENDIZAJES:

CRITERIOS EVIDENCIAS
INSTRUMENTO DE N° DE LAS
EVALUACIÓN SESIONES

Comprensión Escrita Worksheet A checklist 5

COMPRENSIÓN e
INTERACCIÓN
ORAL
dialogue A Oral rubric 5
INTERPRETACIÒN
DE IMÀGENES

Producción de
Writing A writing rubric 5
Textos
 SESIÓN SEMANAL DE APRENDIZAJE N° 1

UNIT 1: INTRODUCTORY WEEK

STAGE 1: DESIRED RESULTS

Established Goals:
Reading short test (50 words) and practice in using his/her own reading according the level that they are
located. (Written production)

(Third grade level A1, fourth grade level A2, B1 and fifth grade B1, B1+), scanning of reading and
searching new words about vocabulary in different topics like adjectives, nouns, verbs, in order to improve
his/her knowledge in English language.

Understanding Essential Question

Remembering the previous knowledge of Who is the main character in the reading?
students in a diagnostic entrance exam, in Mention 10 characters from de book.
order to know his/her knowledge in grammar
structure. What is your name?
What is your last name?
Where do you come from?
What is your address?
How old are you?
What is your telephone number?
How do you spell your last name?

Students will know Students will be able to

His/her level through a reading. Read diverse basic texts

His/her diagnostic about the knowledge in Get familiarized with a PET exam
reading and writing skills.

Article a/an Discriminate the use of indefinitive articles

Personal pronoun
Verb to be Use Personal Pronouns properly

Possessive´s Differenciate the use of the verb to

Possessive adjectives
Irregular plural nouns
Write basic sentences describing sentences
STAGE 2: EVIDENCES

OUTCOMES/ Perfomance Task Assessment tools Other evidences

A checklist written exams

Outcomes:
Monday: Reading, writing, speaking
and listening test
Speaking Rubric laptops

Tuesday: Oral practice to KET test

A Progress scale projector

Wednesday: First chapter of the reading

A checklist PPT slides
book

Speaking Overview Pdf material

Thursday: A Review of the reading book.
Rubric
Dictionary
Friday: An oral report about the reading
book.

STAGE 3: LEARNING PLAN week 01

Monday: 19 March
OUTCOME: Ss will introduce themselves.

WHERE: T promotes seating arrangement to create a better environment in the classroom. T generates an
ice-breaker showing to the students a slice with questions. Ss will answer the questions about meeting
new people T shows the goal and read with them. The outcome of the day will be evaluated with a
checklist. (10 min).

HOOK: T. talks with Ss about their vacation, T. shows pictures about vacation and use it to introduce first
class. (20 min)

EQUIP: T presents ppt slides about introductory class (Ss. Vacation) and asks them to answer the question
of the slides (30 min)

RETHINK: T wraps-up the lesson. SS participe on the board writing some sentences about the picture they
can see. Some constant feedback is given. Information Checking Question (ICQ). SS walk around the class
and show the teacher some partners´ sentences. (10 min)

EVALUATE: T will ask to the Ss some questions about the topic with some examples. (10 min

TAILOR: T will give to the Ss a paper with some personal questions about Ss information and vacation (5
min)
ORGANIZE: Planning time management for each activity must be taken into account, additionally, extra
blank bond paper should be given for each student to generate autonomy. (5 min)

Materials:
Bond-paper, PPT, whiteboard markers, laptop, flashcards
Tuesday: March 20
Outcome: Ss will give personal information

WHERE:T promotes seating arrangement to create a better environment in the classroom. T generates an
ice-breaker showing to the students a slice with questions. Ss will answer the questions about personal
information. T shows the goal and read with them. The outcome of the day will be evaluated with a
checklist. (10 min)

HOOK:T asks to Ss the next answers:

What´s your name? What´s your first name? What´s your phone number? (5 min)

EQUIP: T explains about the present simple of verb to be and the parts of the sentence. (20 min)

RETHINK: T wraps-up the lesson. SS participate on the board changing the sentences into question,
affirmative and negative forms and T gives feedback if it is needed (10 min)

EVALUATE: T will ask to the Ss some questions e.g. what are the personal pronouns?, what are the parts of
the sentence? What is the verb to be? (10 min)

TAILOR: T will give to the Ss a handout about jobs in order to write their own examples. (5 min)

ORGANIZE: Planning time management for each activity must be taken into account, additionally, extra
blank bond paper should be given for each student to generate autonomy. (5 min)

Materials:
Bond-paper, PPT, whiteboard markers, laptop, flashcards
Wednesday: March 21

Outcome: Be able to summarize the first chapter of the book.

WHERE: T promotes seating arrangement to create a better environment in the classroom. T generates an
ice-breaker showing to the students a slice with questions. Ss will answer the questions about reading First
chapter of the reading book. T shows the goal and read with them. The outcome of the day will be
evaluated with a checklist. (10 min)

HOOK: T talks with them about new vocabulary Ss can find in the first chapter and T. use flashcards about
the new vocabulary Ss will find. Ss will describe the picture using new vocabulary (20min)

EQUIP: T presents ppt slides about new vocabulary that SS found in the reading and using to make
sentences and asks them to answer the question of the slides (30 min)

RETHINK: T wraps-up the lesson. SS participe on the board. Some constant feedback is given.ICQ. SS
participe sharing the worksheet´s answer. (10 minutes)

EVALUATE: T. ask critical questions about the book and about the writer. (10 minutes)

TAILOR: T will give to the Ss a paper with some questions about First chapter of the reading book (5 min)
ORGANIZE: Planning time management for each activity must be taken into account, additionally, extra
blank bond paper should be given for each student to generate autonomy. (5 min)

Materials:
Bond-paper, PPT, whiteboard markers, laptop, flashcards

Thursday: March 22
Outcome: Ss will do a Review of the reading book.

WHERE: T promotes seating arrangement to create a better environment in the classroom. T generates an
ice-breaker showing to the students a slice with questions. Ss will answer the questions about a review of
the reading book. T shows the goal and read with them. The outcome of the day will be evaluated with a
checklist. (10 min)

HOOK: T presents to the Ss cards with subjects, verbs and complements and they have to form
sentences.(5 min)

EQUIP: T explains to the Ss about the pronouns, verbs and parts of the sentence in the present simple of
verb to be. (20 min)

RETHINK: T wraps-up the lesson.Ss form sentences with the cards and T provides feedback if it is
needed.(10 min)

EVALUATE: T will ask to the Ss some questions e.g. what are the pronouns? what are the verbs? what are
the parts of the sentence? (10 min)

TAILOR:T will give to the Ss a paper with some questions about the review of the reading book.

ORGANIZE: Planning time management for each activity must be taken into account, additionally, extra
blank bond paper should be given for each student to generate autonomy. (5 min) Materials:
Bond-paper, PPT, whiteboard markers, laptop, flashcards

Friday: March 23
Outcome: An oral report about the chapters Ss written.

WHERE: T will generate an ice-breaker. T will promote seating arrangement to create a better ambience in
the classroom. SS will present the chapters of the book that they read. The outcome of the day will be
evaluated with a checklist. (10 min)

HOOK: T. will divide the class into four groups. will ask one person from each group to talk with them about
the reading. (20 minutes)

EQUIP: Ss will choose who is going to represent them in front of the class giving the ideas that they will
share. (20 minutes)

RETHINK: T wraps-up the lesson. SS participe in speaking skills. Some constant feedback is given.ICQ. SS
participe giving information about the reading. (10 minutes)

EVALUATE: T. ask critical questions about the book and about the writer. (20 minutes)

TAILOR: T will give to the Ss a paper with some questions about the reading book (5 min)
ORGANIZE: Planning time management for each activity must be taken into account, additionally, extra
blank bond paper should be given for each student to generate autonomy. (5 min)

Materials:
Bond-paper, PPT, whiteboard markers, laptop, flashcards

VII. READING PLAN:

TOPIC BOOK’S BIBLIOGRAPHY CHAPTERS

Between Two Worlds Stephne Rabley, Pearson English Readers 1

VIII. BIBLIOGRAPHY

Dummet, P. (2015). Life Upper Intermediate. National Geographic Learning. Cengage Learning. The
UK.

Saa’d AlDin, K. (212). Oxford IB Diploma Programme.

_______________________________

Acompañante académico
Michael Paulo Jhon de la Cruz Valles