Modelo de Sesion Tipo Ib

Lesson 38
I. DATOS GENERALES
Unit title: 10 - We are the world Teachers: Marvin Flores & Bimester: IV
Karina Alejandro
Content: English / Third grade Implementation time frame: COAR Madre de

Time: Nov 07 – Nov 10, 2017 Dios
Area/Level: English A2 A2 3rd - all classes
II. VÍNCULO CON EL PROYECTO INTERDISCIPLINARIO:
No: ___X___
Sí: ______ Título: _______________________________________________
III. COMPETENCIAS, DESEMPEÑOS Y EVIDENCIAS (Extraídas del currículo)

COMPETENCIA(S): Expresa y comprende textos orales y visuales en inglés.
DESEMPEÑO(S):
● Brinda opiniones en inglés como sobre contenidos específicos logrando propósito comunicativo del texto
oral, considerando las intenciones de los interlocutores y el efecto de lo dicho en ellos a partir de su
experiencia y contexto en el que se lleva el acto comunicativo.
EVIDENCIA(S) El estudiante, hará descripciones e interpretaciones sobre imágenes de objetos y hablar

sobre sus posesiones. Producira comics relacionado al tema de poseedores de una conciencia ambiental.
IV. PROCESO DE ENSEÑANZA-APRENDIZAJE
Stage 1: Desired Results

Established goal(s):
● Give opinions about specific contents achieving interaction with other people, considering the
interlocutors intention and the effect of what they told. Justify his/her position according to his/her
experience and the context in which they develop the communicative activity.
Understanding(s): Essential Question(s)

 The place where you are the way of life it has  What determines the way people live?
Students will understand that ...

● There are different places in a city that makes
our life easier.
Students will know…. Students will be able to …
 Places in a city
● Give and understand directions.
GRAMMAR:
 Present perfect( for and since)

 Present Perfect vs. Past Simple
TOK link: Ss will be reflecting about the COAR profile topic that is having an ecological awareness.
IB Profile link: Ss will be inquirers as they look into the ideas and customs about the country from the
author of Sherlock Holmes book.
Stage 2: Assessment Evidence

Performance Task(s): Assessment tool(s): Other evidence:
  Rubric for an
interactive oral 
speaking.
Stage 3: Learning Plan

Learning Activities:
Date LEARNING ACTIVITIES MATERIAL Outcome of the

Session
Day 1 ● Ss make a list of the five most interesting places in the city centre
07/11 (related to the place they come from). After they finish, T elicits
their answer. 10 mins
Laptops  Ss will use
● Ss mention some knowledge about Atanta if they know, if not they expressions for
will inquire some information about it as for example in what is its asking and giving
state?, Olympic games there? etc. 10 mins directions in a city.
● Ss discuss the questions in page 40 exercise number 1. They Internet
have to notice the difference between a map (a plan of a city’s
streets) and a travel guide (a description of interesting places to
visit) 5 mins
Life Elementary
● Ss look at the map of Atlanta and answer what places can you
see?. Then Ss match the places on the map to the activities. They book
check their answers in pairs. 10 mins
● T writes on the board some vocabulary about giving directions as
for example prepositions of place (in, on, at, next to, behind, radio
between, in front of, near, opposite, etc). Ss understand all the
prepositions and practise the pronunciation of them. 15 mins
● Ss listen to a conversation in exercise 3. They have to answer
What places on the map do they talk about? 10 mins
● T focus now on the vocabulary about directions and phrases
related to it. ( Go straight, go across, go past, turn right, turn left,
walk along the block, take the first street, I’d like to go and the
questions: Where is …? Is it near here? 15 mins
● Ss review the expressions for giving directions and do the exercise
number 4 in pairs. Then the T pays the recording and Ss check
their answers. 10 mins
● Ss practise a similar conversations at the visitors’ centre. They ask
for and give directions to different places on the map. 15 mins.
Day 2 ● T checks the progress of the Ss about the creation of their comics.
08/11 10 mins
● Ss write the dialogues each drawing of their comics. 40 mins
● T monitors the class walking around students’ seats and check
and if they finish their drawings, they can start painting it. 35 mins
● Ss make a reflection about the topic for the comic: Having an
ecological awareness 15 mins
Day 3 ● Ss. practise with some phrasal verbs: with an introduction of a
09/11 phrasal verb sheet e.g. Come out, die down, cover up, come up
etc. and create and share sentences with examples around the
topic of sensationalism 10 mins.
● T. hands out the checked quiz papers to students and goes over
the mistakes to have a clear usage and accuracy in Zero and First
conditional 20 mins
● Ss read an extract from a debate website to discuss different
opinions around sensationalism and answer some questions about
the website 15 mins
● Ss get into 5 groups of 4 and the T hands out some basic news
stories on a piece of paper to each group. The group then have to
try and exaggerate and sensationalise each story to retell to the
rest of the class. 45 mins
● Ss continue with my ELT. 20 mins
● T. will introduce the irregular verbs list to the class, for them to
Day 4 efficiently recall the base, past simple and past participle forms.
10/11 ● Ss. workout with a worksheet to test their speed and accuracy on
recalling irregular verbs in past simple and past participle.
● T. Projects some active and passive voice examples in a slide
presentation.
● Students surf the link to look up
● Ss will discuss public reaction to sensationalism in the media and
film industry trying to use active and passive voice.
VALORACIÓN DE LOS APRENDIZAJES

CRITERIOS DE INDICADOR(ES) INSTRUMENTO ( grupo EVIDENCIA
EVALUACIÓN de criterios e
indicadores)
Expresa y comprende textos Describes sensationalized pictures Rubric for assessing Video recording
orales y visuales en inglés. giving details of implicit and individual oral based on Individual
explicit information accurately. oral.
IX. BIBLIOGRAFÍA RECURSOS PARA EL DOCENTE Y ESTUDIANTE

Life Intermediate English B Oxford Companion Course MyELT platform.
http://englishlangkan.com/produk/E%20Book%20Handbook%20for%20Spoken%20Mathematics.pdf
https://proofwiki.org/wiki/Definition:Limit_of_Real_Function
http://www.theirregularverbs.com/verbList.php?page=1
_______________________ ______________________
Jack V. Delgado C. Lily K. Roberts
Teacher of English Teacher of English
_______________________ _______________________
V. B. Edith F. Chia E. V. B. Ruben Medina V.
Directora General Director Académico

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Lesson 38

Content: English / Third grade Implementation time frame: COAR Madre de

Area/Level: English A2 A2 3rd - all classes

II. VÍNCULO CON EL PROYECTO INTERDISCIPLINARIO:

III. COMPETENCIAS, DESEMPEÑOS Y EVIDENCIAS (Extraídas del currículo)

EVIDENCIA(S) El estudiante, hará descripciones e interpretaciones sobre imágenes de objetos y hablar

IV. PROCESO DE ENSEÑANZA-APRENDIZAJE

Stage 1: Desired Results

Understanding(s): Essential Question(s)

Students will understand that ...

 Present perfect( for and since)

Stage 2: Assessment Evidence

Stage 3: Learning Plan

Date LEARNING ACTIVITIES MATERIAL Outcome of the

VALORACIÓN DE LOS APRENDIZAJES

IX. BIBLIOGRAFÍA RECURSOS PARA EL DOCENTE Y ESTUDIANTE

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