3°C - Sesión 4 - UA 7 - BIM IV - 2024 - 11 - 08

IE Nº 5085 RAMIRO PRIALÉ PRIALÉ
IV BIMESTRE – UNIDAD DIDÁCTICA 8

SESIÓN DE LA SEMANA 1
DO YOU MISS YOUR HOMETOWN?

I. DATOS INFORMATIVOS
I.1. UGEL N° : DREC Callao I.5. Grado / Sección : 3° C
I.2. Institución Educativa : 5085 Ramiro Prialé Prialé I.6. Fecha: : 18/11/2024
I.3. Director: : Julissa Usco I.7. Horas: : 1 hora (45
I.4. Área/ Ciclo : Inglés / VII minutos)
I.8. Docente : Angélica Rosales
II. PROPÓSITOS, CRITERIOS, EVIDENCIAS DE APRENDIZAJE E INSTRUMENTOS

DE EVALUACIÓN
EVIDENCIAS CRITERIOS E
COMPETENCIAS Y DE INSTRUMEN
DESEMPEÑOS PRECISADOS
CAPACIDADES APRENDIZAJ TO DE
E EVALUACIÓN
COMPETENCIA: • Recupera información explícita en los textos orales In the • See the
que escucha en inglés, reconociendo el propósito worksheet: Evaluation
• C1: Se comunica comunicativo y apoyándose en el contexto. • A WhatsApp Rubrics on the
oralmente en inglés • Adapta el texto oral a la situación comunicativa message. next page.
como lengua extranjera manteniendo el registro y los modos culturales, y • Answers to
CAPACIDADES: considerando el tipo de texto, el contexto y el questions
propósito. • Blanks filled
• Obtiene información de • Matching.
textos orales
• Adecua, organiza y
desarrolla las ideas de
forma coherente y
cohesionada
• Utiliza recursos no
verbales y paraverbales
de forma estratégica
• Interactúa
estratégicamente con
distintos interlocutores
COMPETENCIA
TRANSVERSAL Gestiona su aprendizaje de manera autónoma
ENFOQUE INTERCULTURAL
TRANSVERSAL
VALORES ACCIONES O ACTITUDES OBSERVABLES
• Respeto a la identidad • Reconocimiento al valor de las diversas identidades
cultural culturales y relaciones de pertenencia de los estudiantes.
• Diálogo intercultural • Fomento de una interacción equitativa entre diversas
culturas, mediante el diálogo y el respeto mutuo.
III. PEDAGOGICAL PROCESS

IE Nº 5085 RAMIRO PRIALÉ PRIALÉ
• T greets students and welcomes them to a new session.

• Ss are reminded of the English classroom rules established in the first week so they can follow them
in the session.
WAR • T tells the English classroom delegate to hand out the worksheets.
5’
M-UP • Motivation: What did you use to do when you were little? ¿Qué hacían ustedes cuando eran chicos?
• Prior knowledge: What is the Past Simple of study and work?
• Cognitive conflict: ¿Cuál es la diferencia entre estudié, trabajé y estudiaba, trabajaba?
• Purpose: T explains the purpose of the session: “Today you’re going to learn how to talk or leave a
voice message about the past using USED TO + VERB and Connectors of Addition.”
SETTING A MEANINGFUL CONTEXT
1° Using the worksheet, T has students
read a short text to themselves.
2° T asks the class to work in pairs to
answer the three questions and then
report their answers to the class.
INTRODUCING NEW LANGUAGE AND
VOCABULARY
3° T asks SS to look at the picture and
asks: “What can you see in the
picture?”
4° T reads the verb phrases and explains
their meaning and models their
pronunciations (hike in the
mountains, eat junk food, swim in the
DEVELOPMENT
river, etc.)
5° T has SS match the verb phrases with the actions using the names of the people. T monitors
around the class to make sure that SS work and their answers are correct.
35-’
6° Now T has SS match SENTENCES with people’s names.
PERSONALIZATION AND PAIR WORK
7° T has SS brainstorm to elicit ideas and writes their answers on the board.
8° SS create their own sentences.
9° Pair work. Using their sentences, SS work in pairs and ask and answer the question “What
did you use to do when you were a child?
PROVIDING A MODEL OF THE PRODUCT (LEAVING A MESSAGE)
10° T tells SS that Jacqueline and Tommy have an American friend called Jessica who lives in the
US and wants to know more about our culture (Peruvian culture), and that they have
created a WhatsApp group to be always in touch.
11° T plays the audio recording of the WhatsApp messages and has them match the message
with the right person.
ANALYZING LANGUAGE
12° T has SS to underline or highlight the Connectors of Addition: and, also, as well, too.
13° T has SS decide which connector goes before the verb and which at the end of the sentence.
PERSONALIZATION. A WRITING PRODUCT MEANINGFUL TO THE STUDENTS
14° T has SS write a brief WhatsApp message following the model provided in the previous
exercise.
15° T has some SS volunteers to leave a WhatsApp message. T plays the message using
16° T monitors around the class to make sure that their answers are correct.
WRAP  Ongoing feedback: T monitors and corrects wrong or reinforces right writing, including topic,
task, organization, coherence and, in particular, cohesion, grammar and vocabulary. 5’
-UP
 Metacognition: T asks: What have we learned today? How have we learned it?
IV. EVALUATION INSTRUMENTS

EVALUATION RUBRICS
(FOR GROUP, PAIR OR INDIVIDUAL WORK)
Competence: Writes a variety of texts in English as a foreign language.
PERFORMANCE INDICATORS
DESCRIPTION YES NO
1 Correctly understands the meaning of verb phrases  
2 Correctly identifies and understands the meaning of cohesive devices i.e.  
Connectors of Addition.
3 Adequately uses and personalizes verb phrases with USED TO and Connectors of  
Addition (cohesive devices) to write a paragraph about activities in the past.
ACHIEVEMENT LEVELS
DESCRIPTION SYMBOL CHEC
KS
Performs all indicators as described. AD 
Performs two indicators as described. A 
Performs one indicator as described. B 
Doesn’t work C 
V. RESOURCES AND MATERIALS

• Worksheet “DO YOU MISS YOUR HOMETOWN?”
• Whiteboard, markers, rubber, audio recording, speaker, USB, TV, worksheets.
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Prof. Jorge Gonza

3°C - Sesión 4 - UA 7 - BIM IV - 2024 - 11 - 08

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IE Nº 5085 RAMIRO PRIALÉ PRIALÉ

IV BIMESTRE – UNIDAD DIDÁCTICA 8

DO YOU MISS YOUR HOMETOWN?

II. PROPÓSITOS, CRITERIOS, EVIDENCIAS DE APRENDIZAJE E INSTRUMENTOS

III. PEDAGOGICAL PROCESS

• T greets students and welcomes them to a new session.

IV. EVALUATION INSTRUMENTS

V. RESOURCES AND MATERIALS

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