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SESIÓN DE APRENDIZAJE N° 01
I. DATOS INFORMATIVOS
II. VÍNCULO CON LOS COMPONENTES DEL PROGRAMA DEL DIPLOMA Y EL PROYECTO INTERDISCIPLINARIO
● Gestiona su aprendizaje de manera autónoma. ● Organiza un conjunto de acciones en función del tiempo y de los
recursos de que dispone para lograr las metas de aprendizaje, para lo
cual establece un orden y una prioridad en las acciones de manera
secuenciada y articulada
● Construye su conocimiento a partir del uso de la investigación ● Relaciona sus conocimientos previos con el conocimiento de estudio y
continúa. el conocimiento a indagar.
● Analiza las fuentes de información para establecer su relación y valor
para la investigación.
● Analiza las fuentes de información para establecer su relación y
confiabilidad para la investigación.
Bienestar Común Participación reflexiva acerca de la sensibilización con respecto a detener el abuso.
4. Elicitation & reflection: Ss listen to an audio (Life PIT- WRK, exercise 2, pg. 32) about ”Daniel Fanning, a 5’
leader of the expedition through the rainforest” for ss to figure out which topics he talks about, from which they
elicit the key word: surviving!!!!
5. Practical activity: Ss listen to the first audio for a second time and answer information questions about it. 35’
Ss listen to a true story about Yossy through the jungle of Bolivia and number the events described in the
correct order (Life PIT- WRK, exercise 1, pg. 33) (EVIDENCE). After ss listen again to the audio and complete
the missing words in the story (exercise 2, pg. 33).
Ss listen to people as either responding surprised or interested to later label these accordingly (exe. 4a, pg. 33).
Ss review the past tense of regular of irregular verbs to later read about two adventurers and complete the text
with the simple form of the verb (Life PIT, exercise 2, pg. 56).
6. Socialization of outputs: Ss get to exchange their writings, correct spelling, rate it as interesting from 1 to 5,
and label it as “a happy ending story” or “a sad ending survival story”.
10’
7. Analysis, evaluation and reflection: As ss are given back their writings, they analyze the reasons for which
their writing was given a specific score. 5’
8. Comparison of results: Ss are shown images related to unique situations to which ss are to respond only
with: -Oh no!- Why -Wow -That was lucky! or -That was a good idea.
5’
9. Metacognitive analysis: Ss respond to: How difficult was to write? How do I feel about the writing process?
How can I improve my writing product?
5’
04 IDENTITIES: Language and identity Images
21/03/19 -Alaskan ice climbing (PIT 4F) Markers
-A happy ending (PIT 4D) whiteboard
--------------------------------------------------- Life Books
PPP
1. Contextualization: Ss are to observe an image of a woman climbing an ice wall.
5’ Projector
2. Essential question: Ss are asked questions: Where is the woman, what is she doing? Is this a dangerous
activity? Why?
3. Inquiry: Ss talk and discuss their answers with a classmate in front of them (ss swat seat accordingly and 10’
remain there for the rest of the class).
4. Elicitation & reflection: Ss watch a video about “Alaskan ice climbing” (Life PIT pg. 54) from which they 15’
decide on 3 reasons to be part of this ice climbing experience from given options.
5. Practical activity: Ss watch to the video for a second time and put events in order (Life PIT, exercise 4, pg. 30’
55)
Ss prepare a role play with previous partners: telling a friend about your trip. Activity in which one tells the story
and the other prepares questions and makes use of surprised or interested respondings: -Oh no!- Why -Wow -
That was lucky! Or -That was a good idea.
6. Socialization of outputs: Ss roleplay their conversations (OUTCOME). 20’
5’
7. Analysis, evaluation and reflection: Ss analyze the importance of being a good communicator when
holding conversations.
8. Comparison of results: Ss self-assess their actions as good communicators.
9. Metacognitive analysis: Ss respond to: What did I learn this week? What do I expect for the next week?
VII BIBLIOGRAFÍA
● Ministerio de educación, (2016). Programa curricular de educación básica: Lima – Perú: Printedperu.
● Ministerio de Educación – DEBEDSAR, (2019). Guía de Ingles. Lima, Perú.
● Hughes J. (2015). English life intermediate. Hampshire, United Kingdom: CENGACE Learning.
● Hughes J. & Stephenson H. (2014). English life upper intermediate. Hampshire, United Kingdom: CENGACE Learning.
● International Baccalaureate Organization, (2015). Language B guide First assessment 2020,Geneva, Switzerland: IB publishing Ltd.
● Oxford University Press, (2014). Elementary. Recuperado en https://elt.oup.com/student/englishfile/elementary/?cc=pe&selLanguage=en
● Saa’d AlDin, K., Abu-Awad, J., Tempakka, T. & Morley, K. (2012). English B. Oxford, New York: KHL printing Co.Pte Ltd.
● Stephenson, H. (2014). English life pre-intermediate. Hampshire, United Kingdom: CENGACE Learning.
Ss read and complete a story from a blog for people with interesting survival stories (Life PIT- WRK, exercise 2, pg. 34). Then ss, in pairs, write
a short story (100 word) (EVIDENCE) which begins with words “We only had food and water for one more day” using six or more adverbs (Life
PIT- WRK, exercise 2, pg. 32).