LESSON PLAN N°12

“Around the world”

I. BASE DATA
1.1 HIGH PERFORMANCE SCHOOL : Moquegua
1.2 SUBJECT : English B
1.3 TIME FRAME : 10 Hours
1.4 DATE : June 3rdth to June 07th
1.5 GRADE AND SECTION : 3ro A-B-C-D
1.6 TEACHERS : María Lourdes Bernedo Soto
Milena Lukich Valdivia
Yanet Vela Manchego
Udad Manchego Cuayla

II. LINK WITH THE COMPONENTS OF THE DIPLOMA PROGRAMME MODEL AND THE
INTERDISCIPLINARY PROJECT

x Transversal Competencies X Link to Interdisciplinary project

x Pedagogical principles X Link to TOK

x International Mindedness X Link to Extended essay

x Creativity, activity and service X Interculturality
This lesson plan is designed to develop different English skills. In addition, it is going to link with CAS because we will
plan strategies focus on collaborative learning. It is also important to link with TOK in order to develop critical thinking in
the student .Other strategies we will develop in our students are related with the extended essay because we consider
that it’s very essential to develop writing skills where they will be prepared to overcome difficulties during the writing
process, Finally, with the lesson plan, the student will have the opportunity to get the induction to their new lifestyle at
COAR school.

III. PURPOSE AND LEARNING EVIDENCES

Competencies and capacities Evidences
interaction Established goals Themes (performance
and outcomes)
Social - PERFORMANCE
1. Se comunica oralmente en inglés organizati TASK
como lengua extranjera. • Identifica frases y on A role play
• Obtiene información de textos expresiones básicas en (countries’
orales. diálogos de corta duración, -
realizados con fluidez Fair)
• Infiere e interpreta información community
de textos orales. pausada en inglés
• Reflexiona y evalúa la forma, el convencional, acerca de -OUTCOME.
contenido y el contexto del texto temas prescritos familiares PPT about the well
Identities
oral. para el estudiante. known countries
around the world
2. Lee diversos tipos de textos en Evidence AE1-
inglés como lengua extranjera.  Crea una idea o punto de -
Competence 3)
• Obtiene información del texto vista personal respecto al Lifestyles
- Listening
escrito. texto que lee a través de
un análisis reflexivo, donde worksheet (ket
pondrá en evidencia su English skill.
conocimiento acerca del (Evidence AE1 –
vocabulario y estructura
Competence 1)
del inglés.
3. Escribe diversos tipos de textos • Utiliza vocabulario simple y -A reading
en inglés como lengua extranjera. estructuras gramaticales comprehension
• Adecúa el texto a la situación básicas para expresar sus
comunicativa. ideas, y redactar la (MEET RYAN)
información pertinente (Evidence AE1-
relacionada a un tema Competence 2)
 específico en el texto
escrito.

TRANSVERSAL
COMPETENCIES AND CAPACITIES ESTABLISHED GOALS

SE DESENVUELVE EN ENTORNOS
VIRTUALES GENERADOS POR LAS
TIC. - Clasifica y organiza la información obtenida de acuerdo con criterios establecidos y
- Interactúa en cita las fuentes en forma apropiada con eficiencia y efectividad.
entornos virtuales.

GESTIONA SU APRENDIZAJE DE
MANERA AUTÓNOMA.
- Organiza un conjunto de acciones en función del tiempo y de los recursos de que
- Organiza acciones estratégicas dispone para lograr las metas de aprendizaje, para lo cual establece un orden y
para alcanzar sus metas de una prioridad en las acciones de manera secuenciada y articulada.
aprendizaje.

Transversal approaches Acciones o actitudes observables

- Docentes y estudiantes demuestran tolerancia, apertura y respeto a

todos y cada uno, evitando cualquier forma de discriminación basada en
- Inclusion diversity
el prejuicio a cualquier diferencia.
- Los estudiantes protegen y fortalecen en toda circunstancia su
autonomía, autoconfianza y autoestima.

IV. DEVELOPMENT OF THE SESSION:

Resources and Tim
LEARNING AND ACTIVITIES materials e

 Discuss in teams and share their conclusions with the whole class • PROJECTO 20’
about the following question. (Risk taker, reflective, R
• LAPTOPS
communicative)
• MARKER
How the different cultures mark important moments in people´s • PPT
life ?
20’
 In a PPT students read a text (meet Ryan) where they will identify
by themselves grammar functions. (reflective)
 Pair work they read the text again and formulate questions
(thinker) 40’
03-  How / Ryan?
06  Where / live?
 Does / parents?
 How / to school?
 What /have lunch?
 Where / lunch? 10
( Evidence AE1- Competence 2=Read diverse text types in English as
a foreign language ) .

 As a plenary, students are required to comment about their

experiences producing questions and the strategies to overcome
the difficulties

04-  As a brainstorm activity students comment about the strategies to • PROJECTO 10’
06 follow while solve listening exercises. R
• LAPTOPS 20’
 Listen (part 1) and choose the correct option in a multiple choice
• MARKER
exercise. After that, circle the correct letter according what they • WORKSHEE
heard. (Risk taker) (Evidence AE1 – Competence 1= Communicate T
orally in English as a foreign language)

 Pair work they Create a conversation where they ask and 50’
 answer questions about likes, dislikes, hobbies and family in
order to develop their soft skills finally they record the
conversation (Communicator) (Evidence AE1- Competence 3=
Write diverse text types in English as a foreign ) 10
 Share their experiences about writing their conversation
(Reflective, communicator

 As a brainstorm activity students comment about the well known • PROJECTOR 20’
countries around the world • LAPTOPS
• MARKERS
 Group work students research about a country in order to get • BOOK “
information about culture, food, customs, traditions, (Reflective, 40’
communicator
5-.0  Listen (part 2) and choose the correct option in a multiple choice
exercise. After that, circle the correct letter according what they 20’
6
heard. (Risk taker) ( Evidence AE1 – Competence 1=
Communicate orally in English as a foreign language) 10’
 Students are required to comment about their experiences finding
out information about well known countries the strategies to
overcome the difficulties.

 Group work students Write the information they have found • PROJECTOR
about the country they have chosen in a PPT . AE1- Competence • LAPTOPS
3= Write diverse text types in English as a foreign ) • MARKERS
• “
 Food 80’
 Customs
06-  Traditions
06  Places to visit 10’
 Share their experiences about writing their PPT (Reflective,
communicator

• PROJECTOR
 They start their oral presentation about the well known countries • LAPTOPS 80’
• MARKERS
around the world ( Evidence AE1 – Competence 1= Communicate
orally in English as a foreign language)
 Share their experiences about their oral presentation with a PPT 10’
07- (Reflective, Communicator)
06
V. VALORACIÓN DE LOS APRENDIZAJES
ASSESSMENT
COMPETENCY CRITERIA (ESTABLISHED GOALS) EVIDENCE
TOOLS
SE COMUNICA Identifica frases y expresiones Listening Listening
ORALMENTE EN básicas en diálogos de corta worksheet. worksheet.
INGLÉS COMO duración, realizados con fluidez
LENGUA pausada en inglés convencional,
EXTRANJERA. acerca de temas prescritos
familiares para el estudiante.
LEE DIVERSOS Crea una idea o punto de vista Reading Reading
TIPOS DE TEXTOS personal respecto al texto que lee a comprehension comprehension
EN INGLÉS COMO través de un análisis reflexivo, MEET RYAN worksheet
LENGUA donde pondrá en evidencia su
EXTRANJERA. conocimiento acerca del vocabulario
y estructura del inglés.
ESCRIBE Utiliza vocabulario simple y PPT about the well Rubric
estructuras gramaticales básicas known countries productive
DIVERSOS TIPOS
around the world
DE TEXTOS EN para expresar sus ideas, y redactar skills SL
INGLÉS COMO la información pertinente
LENGUA relacionada a un tema específico en
EXTRANJERA. el texto escrito.

VI. BIBLIOGRAPHY AND/OR RESOURCES TO SUPORT THE TEACHER AND THE STUDENT (BOOKS,
PLATFORMS, WEB PAGES, ETC).
BIBLIOGRAPHY
• Language B Guide, First Examinations 2020. IBO
• English IB Skills and practice, Oxford 2014
• Helen Stephenson. Paul Dummett. John Hughes. LIFE BEGINNER
• Ministerio de Educación (2017) Currículo Nacional. Ministerio de Educación.
• Ministerio de Educación (2017) Guía Curricular de Inglés. Ministerio de Educación
SOURCES TO SUPORT THE TEACHER AND THE STUDENT

• Projector Laptops
• Internet service

Moquegua,Junio del 2019

______________________________ ___________________________
Prof..María Lourdes Bernedo Soto Prof. Milena E. Lukich Valdivia
DOCENTE DE ÁREA DOCENTE DE ÁREA

___________________________ _ _________________________
Prof. Yanet Vela Manchego Prof Udad G: Manchego Cuayla
DOCENTE DE ÁREA DOCENTE DE ÁREA

______________________________ ____________________________
Prof. Noelia Huacasi Villegas Ptof. Reynaldo Arteta Avila
ACOMPÁÑANTE ESPECIALIZADO DIRECTOR ACADÉMICO