FORMATO PARA EL TRABAJO A DISTANCIA – ETAPA A DISTANCIA

ORGANIZACIÓN SEMANAL

I. PROPÓSITOS DE APRENDIZAJE:

APRENDIZAJES ESPERADOS

EVALUATION
COMPETITION CAPACITY PRECISED PERFORMANCE
INSTRUMENT
Expression and oral Infers the meaning of oral texts.
comprehension  Provide personal  Ask and answer with personal CHECKLIST
information. information using correct
 Discriminate formal and pronunciation and intonation.
informal expressions
Propósito

Campo Temático Producto

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II. SECUENCIA DIDÁCTICA:

sesión: 90”
Actividades de Aprendizaje Recursos y Materiales Min.
The student greets the teacher when he enters the classroom. The teacher writes HELLO,
MY NAME IS ___________, including his name, on the board modeling the pronunciation
and intonation of the expression.
1. Communicative
2. Students listen to the teacher's instructions, who indicate that they will use music and each situations
Inicio

time it goes off students should choose a couple and introduce themselves by saying HELLO, 15
MY NAME IS __________. NICE TO MEET YOU 2. Questions and
3. Students stand up and start with the activity. They will choose a different couple each time answers
they change the music. (The activity can be done in the yard if the teacher deems it 3. Scrambled
appropriate). sentences
The teacher presents three images with communicative situations. In the first picture,
students will see that one person has a question mark in the dialogue bubble and the other
has a name. In the second picture a person has a question mark and the other has a
surname. The third image a person has a dialogue bubble and the other has a flag of Peru. In
the fourth picture one person has a question mark and the other has a birthday cake with a
number on it. In the fifth image a person has a dialogue bubble and the other has a
stethoscope and in the last image a person has a dialogue bubble and the other a spelled
name (Communicative Situations- see resources section)
5. Students work in pairs, analyze the images and suggest what the text would be in each of
the dialogue bubbles.
6. Students compare their answers with other couples.
The teacher divides the board in two and asks for the answers of the students. Write the
questions on the left side and the answers on the right side. Make corrections if necessary.
8. Students now work with a different partner and receive a set of questions and answers to
Desarrollo

relate (Questions and answers - see resources section).

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9. Students compare their answers with other classmates.
10. The teacher reviews the answers with the whole class, pasting the question with the
corresponding answer on the board. Model pronunciation and intonation.
11. Students stand up in two rows facing each other and practice the conversation using their
personal data. They change of couple when the teacher indicates it.
12. Now students will work in teams of 5 and will receive an envelope with questions and
answers cut into parts (scrambled sentences - see resources section). Students must
organize them by forming questions with their respective answers.
13. The teacher monitors the work of the groups. In case the students have finished
assembling sets of questions and answers, the teacher will reinforce the pronunciation and
intonation.
14. The answers are reviewed with all students emphasizing the correct pronunciation and
intonation of the words.
15. Students practice pronunciation and volunteer to make conversation in front of their
classmates.
 Metacognition:
Cierre 16. Students answer the following questions
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 What questions did we use to ask about personal information?
 In which situations can we use these questions?

1.-COMMUNICATIVE SITUATIONS:
2.-QUESTIONS AND ANSWER.
3.-SCRAMBLED SENTENCES