Año lectivo: 2024

LEARNING SESSION N° 4
“My stuff”

GENERAL INFORMATION:

COLEGIO DE ALTO COAR CUSCO TRIMESTER I

RENDIMIENTO

SUBJECT English B GRADO Y SECCIÓN 3rd A, B, C and

D.

DATE April 22th- 26th HORAS PEDAGÓGICAS 08 hrs.

TEACHER'S NAME Dany León Rodriguez, Yeni Verónica Sánchez Dominguez, Leidiluz Yeni Aparicio
Arcondo, Roberto Carlos Palomino Bustamante.

I. LINK WITH CROSS-CURRICULAR APPROACHES OF THE DIPLOMA PROGRAM

X TOK CAS
X INTERCULTURALITY EXTENDED ESSAY
X OPEN MINDEDNESS X PEDAGOGICAL PRINCIPLES
● Students will practice inquiry using sources to understand about people’s travel items,
● Students will reflect on How important are habits and routines in our lives? How do we promote a very
well organized environment? Which habits do we need to be careful with? What habits do I need to
succeed in my school?
● Students will establish a positive learning environment and build connections between them through
social relationships and leisure activities.

II. LEARNING PURPOSE AND EVIDENCE

Curricular Learning
Performance IB Themes
competences evidence

COMMUNICATE Expresses his/ her ideas, emotions and Experiences. Oral

ORALLY IN A experiences regarding a topic with coherence, Social relationships. presentation
FOREIGN cohesion and fluency according to his/ her about
LANGUAGE levels, grading them to set different logic colorful
relations, expanding the information in a festivals in
pertinent way with vocabulary (work fields, Peru
skills, phrasal verbs, literary genders,
adjectives, newspaper sections, emergencies,
inventions, empathy expressions, surprise and
social interaction)

CROSS CURRICULAR COMPETENCE Performance

Operating in virtual environments ● Manages information of the virtual surrounding.

generated by ICT.

Managing your learning autonomously. ● Organises strategic actions to reach his/her goals.

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Building knowledge from the use of ● He/She is aware of his/her learning as an active process.
continuous research. Participates directly in it, self-assessing him/herself the advances
made, the problems, and assuming the control of his/her
learning process.

PRIOR CROSS-CURRICULAR ACTIONS AND ATTITUDES TO BE OBSERVED

APPROACHES

● Excellence-seeking - Filters accurate and efficient information.

approach - Adapts his/her behaviour to the reflections made.

● Common good - Finds solutions to issues that concern everybody.

orientation approach - Grades benefit in favour of the common good.

III. LEARNING SESSION SEQUENCE:

Tim
DAY TEACHING AND LEARNING ACTIVITIES Resources
e

OPENING

● Shooting stars (Polly Sweetnman) (10 mins. reading plan) Whiteboard.

● Ask students to look at the objects in the photo carefully. Ask them to use the Markers. 20’
internet or their dictionaries to look up the words for items they are interested in.
Set a three-minute time limit. Then ask students to share their new words with the
class.

DEVELOPMENT

● Ask students to read the sentences (1–4). Then play the video in which Ellie de
Castro and Jenny Adler describe their favourite things. Students answer the
questions and compare their answers.
● Ask students true/false comprehension questions. Examples: Ellie’s favourite thing is
her bag. (F. It’s her scarf.) Ellie uses her scarf in the cinema. (T) Jenny uses her mask
for her job. (T)
01 Voices,
● Ss share their favourite things. Ss work act 3 pag 35.
Beginner
● Demonstrate the word carry (e.g. hold some books and walk; say, I carry these
Student’s
books.). Hold up and say the names of the things you carry. For example, show your
Book A1.
wallet or your keys, etc. and ask students to repeat after you. Then ss work act 1 and
PPT slides, 65’
2 pag. 36
worksheets,
● Students read the article and find the answers with a partner. Set a three-minute
markers,
time limit for students to read the article. Check answers as a class. act 4 pag 36
Internet,
(Answers: passport, phone, bank cards, money, water bottle, camera, notepad,
laptops.
T-shirt, dress, scarf, book, bag)
● Read through the Reading skill box with the class. Ask students to underline the
commas and the word and in the article. Find the first example in the text to get
students started. Ask students to complete the activity.
● Act 7 pag 36. Mix students so they work with new partners. Then ask students to
look at the photos on page 180 of the Student’s Book and choose three items from
Exercise 2 to take with them to each place. Model the example for the class. Ask
students to discuss their items with their partner. Encourage students to give

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reasons for their choices. Set a two-minute time limit. In feedback, ask pairs to tell
the class about their partner’s things.

CLOSURE
Notebooks.
5’
●Metacognition: What did you find difficult? Why?

Tim
DAY TEACHING AND LEARNING ACTIVITIES Resources
e

OPENING

● Shooting stars (Polly Sweetnman) (10 mins. reading plan)

● Blue Fins (Sara Axten)
Whiteboard 15’
● Begin by asking students to read the title Things people collect and look at
the photo. Students guess what collect means (e.g. get many of the same
kind of thing). Tell students that some people collect things over a long
period of time.

DEVELOPMENT

● Ss answer question act 1 pag 38. Then compare their answer to later say
students could say, tell students about something you collect.
● Ss match the people to the things they collect then check their answers
with a partner. Act 2 and 3 pag 38

Voices,
02 Beginner
Student’s
Book A1.
70’
PPT slides,
worksheets,
markers,
Internet,
laptops.

● Ss explore the grammar box (Demonstrative adjectives)

● GRammar practice:
https://www.liveworksheets.com/w/en/english-second-language-esl/56773
● Ss work act 5 pag 39. To later perform the short dialogue in act 7 pag 39. Ss
practise the conversations in pairs.

CLOSURE

Metacognition: What other resources would be useful to help me? 5’

Recursos y Tim
DAY TEACHING AND LEARNING ACTIVITIES
materiales e

OPENING
03 Whiteboard 25’
● Shooting stars (Polly Sweetnman) (10 mins. reading plan)

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● Ss recall grammar and vocabulary worked in the previous lessons and create some
sentences using the objects in the class (this, these, that, those) and add information
related to colour of the objects.

DEVELOPMENT

● Ss share their answers to the question in act 1 pag. 40.

● Ss listen to the descriptions of the flags in act 4. And choose the correct flag.
● Ss explore the grammar box (Possessive adjectives) in act 6 pag 60. to later practice
act 7 pag 40 and 8 pag 41.
● Worksheet possessive adjectives Say a sentence with ’s (e.g. Lizzy’s bag is pink and
white.). Voices_Beginner_StudentWorksheets_Grammar_2_Unit_03.pdf
● Ask students to replace the name with a possessive adjective (e.g. Her bag is pink
and white.) and say the sentence. After several examples, organize the class into
new pairs. Read out more sentences with ’s (see examples below) and ask students
to rewrite the sentences using possessive adjectives. Then discuss it as a class. Ask
for volunteers to come up to the board and write their answers. For example: David’s
pen is blue. Seo-yun’s umbrella is pink. Zuri’s guitar is black.
● Ss explore the structure for an oral presentation: Voices,
Beginner
Introduction GREETING Student’s
"Good morning.""Good afternoon.""Hello, everyone." Book A1.
WHAT
"Today I will talk about [TOPIC].""My presentation will be about PPT slides, 70’
[TOPIC].""I would like to tell you about [TOPIC]." worksheets,
markers,
Body a.Mentions main points clearly Internet,
b.Uses sufficient examples and details(evidence) to laptops.
support each main point
c.Organizes information effectively

Conclusion "My presentation was about [TOPIC]."

"In this presentation, I've told you all about [TOPIC]."
"Thank you."
"Thank you very much."
"Thank you for listening."

● Ss outline an oral presentation about a festival (local, regional or national) students

will use the grammar and vocabulary explored so far (simple present, to be verb,
possessive adjectives, places in a town or city , colors), students will look up for
information on the internet.(colorful festivals in Peru)

CLOSURE

Metacognition: Are you stuck? Why? What extra information would be useful? 5’

Recursos y Tim
DAY TEACHING AND LEARNING ACTIVITIES
materiales e

OPENING
04 Whiteboard 20’
● Shooting stars test: shooting-stars-test.pdf

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● Give students one minute to study the picture. Read the situations (a–c) in the
exercise. Check students’ understanding by miming too noisy (by covering your ears
and making a face) or happy (smiling).

DEVELOPMENT

● Give students one minute to think of ideas before discussing the questions with a
partner. Optional step: Ask students to share some of their ideas with the rest of the
class. Then ask students to provide ideas about why the responses in their first
language and in English are different (e.g. they don’t have the confidence or the
language to ask clarifying questions).
● Give students time to read the question and the list of problems. Play the video
which discusses three different ways students can ask for help when they don’t
understand someone. Students tick the problems the video mentions and discuss
their answers with a partner. Check answers as a class. act 3 pag 42.
● Read out the information in the Useful language box with your class and discuss the Voices,
question. Point out the meaning and use of the phrases and ask students if they use Beginner
the same or similar phrases in their own language. Student’s
● Ss explore the rubric for the oral presentation: Book A1.
PPT slides,
65’
worksheets,
Criteria 5 3-4 1-2 0 markers,
Internet,
Structure of the
laptops.
presentation

Grammar and
vocabulary

Clear ideas

Management of the
subject
● Ss Record their videos following the structure previously presented in the
last session (3 - 4 mins) and upload to an online folder or platform that the
teacher decides. (colorful festivals in Peru)

CLOSURE

Metacognition: What could you change/do differently? 5’

IV. VALORACIÓN DE LOS APRENDIZAJES

Competence Performance Evidence Assessment tool

COMMUNICATE Expresses his/ her ideas, emotions and experiences Oral Oral presentation
ORALLY IN A regarding a topic with coherence, cohesion and presentation Rubric
FOREIGN fluency according to his/ her levels, grading them to about colorful
LANGUAGE set different logic relations, expanding the information festivals in Peru
in a pertinent way with vocabulary (work fields, skills,
phrasal verbs, literary genders, adjectives, newspaper
sections, emergencies, inventions, empathy
expressions, surprise and social interaction)

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V. BIBLIOGRAPHY.

Bryson, E., Pathare, G. (2023). Voices, Beginner Student’s Book A1, National Geographic Learning (Print Course
Book & Enhanced Online Course Book).

Pucyura, 15th April of 2024

DANY LEÓN RODRÍGUEZ YENI VERÓNICA SANCHEZ LEIDILUZ YENI APARICIO ROBERTO CARLOS
Docente DOMINGUEZ ARCONDO PALOMINO
Docente Docente Acompañante BUSTAMANTE
pedagógico Docente

GREGORY ENRIQUE HERNANDEZ BORJA

Subdirector Académico

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