“Año de la universalización de la salud”

MAESTRÍA EN DIDÁCTICA EN IDIOMAS EXTRANJEROS

EXPERIENCIA CURRICULAR:

Metodología de la Enseñanza de Lenguas Extranjeras II

ACTIVIDAD:

PRODUCTO ACADÉMICO

Semana 5

PRESENTADO POR:

❖ Chunque Oyola, Gady Baruc (gadybaruc@gmail.com)

❖ Espinoza Berrospi De Dodds-Parker, Erika Janett (erikaberrospi@hotmail.com)
❖ Lara Trevejo, Erick Santiago (ericksantiago777@gmail.com)
❖ Sánchez Quispe, Isabel (isa8111@gmail.com)
❖ Távara Valladolid, Carmen Genara (carmentavara.class@gmail.com)

DOCENTE:

SILVA NIEVES, Daniel Santos

CICLO I

Lima Norte, noviembre de 2020

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 SESIÓN DE APRENDIZAJE 02

Let's talk about new jobs

I. GENERAL INFORMATION:

1. SCHOOL : I.E. César Vallejo – Trujillo.

2. AREA : English
3. GRADE : 2nd
4. CYCLE VI
5. TOPIC : Jobs and occupations
6. DATE : Friday, 20 November, 2020
7. TIME LENGTH : 45 minutes
8. TEACHERS’ NAMES : Baruc Chunque Oyola
: Erika Espinoza Berrospi
: Erick Lara Trevejo
: Isabel Sánchez Quispe
: Carmen Távara Valladolid

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 II. PURPOSE AND EVIDENCE OF LEARNING

COMPETENCES ASSESSMENT
PERFORMANCE KNOWLEDGE EVIDENCES
AND CAPACITIES TOOLS

● Read different kinds ❖ Reads and listens to two ❖ Jobs and ❖ Answers
of written texts in articles about jobs and occupations ❖ Observation
questions
English as a foreign vocabulary.
occupations vocabulary and about the guide.
language.
simple structures. video. ❖ Meta-
- Gets ❖ Gets pieces of information ❖ Verbs ❖ Reads two congnition
from different parts of the vocabulary articles and guide
information
from a written text. ❖ simple present answers the
questions
text. ❖ Infers explicit or implicit (affirmative
form) according to
- Infers and information about activities
them.
understands that each person does and
information ❖ Plays games
understands relevant
from a written and does
information related to
text. online
his/her context.
exercises.

TRANSVERSAL
APPROACHES VALUES OBSERVABLES ATTITUDES AND BEHAVIOURS

● ENVIRONMENTAL
❖ Planetary solidarity ❖ Respect for all life
APPROACH
❖ Equity ❖ Respect social isolation
❖ Justice ❖ Respect for hygiene habits

● APPROACH TO THE ❖ Empathy ❖ Responsibility for their own well-being and that of
COMMON GOOD ❖ Responsibility their peers.
❖ Trust and respect for your peers
❖ Awareness and awareness

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 III. DIDACTIC SEQUENCE:

LEARNING
ACTIVITIES – LEARNING STRATEGIES RESOURCES TIME
PROCESS

MOTIVATION:
❖ Teacher greets students and welcomes them to the class,
via Zoom. 3
❖ Internet
❖ Teacher asks for the date. Ss’ greet and say the date. minutes
❖ zoom
❖ Teacher mimics each job and students guess what job it is.
Teacher starts by looking at the first flashcard (don’t show
anyone) and mimics actions related to the jobs. Perhaps
the teacher starts with an easy one, like firefighter, waitress
❖ Body
or mechanic.
Language
❖ Teacher encourages everyone to shout out their guesses.
❖ Video
As each job is guessed, stick the flashcard onto the virtual
STARTING
board and chorus the English word 3 times. ❖ Screenshots
REVIEW OF THE PREVIOUS KNOWLEDGE:
❖ Teacher asks students to see some pictures about jobs and
professions. Some of them are famous people. Students ❖ Wordwall
have to identify what job it is. (Appendix 1)
❖ Teacher asks students to see a video.
https://www.youtube.com/watch?v=U9TLZBZ3eo8&feature ❖ Questions
=youtu.be (Appendix 2)
2
❖ Teacher asks students the following concepts questions
minutes
according to the video by showing some screenshots.
✔ Are these examples of jobs?
✔ Have you found the word “nurse” ?
✔ Did the boy pronounce the word “street vendor” ?
COGNITIVE CONFLICT:
❖ The teacher asks the following concepts questions by using
sentences from the Anagram. 2
❖ Questions minutes
https://wordwall.net/resource/7218499/jobs-professions -
(Appendix 3)
✔ Do we talk about careers or jobs in these words?
✔ What do you think the topic of our lesson is?
❖ Students answer the questions.

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 PROCESSING THE NEW INFORMATION:
❖ The teacher shows some pictures and asks the students to
answer the question: What's his/her job? (Appendix 4).
❖ Students participate and match the pictures with the
vocabulary given.
❖ Then, students are asked: What’s your father's and mother's
PROCESS
job? ❖ PowerPoint 10
❖ After that, the teacher presents the topic: Vocabulary of Jobs Presentation minutes
and occupations.
❖ Students are invited to read and listen to two articles about
jobs. (Appendix 5).
❖ Next, Students are asked to work on exercise 1, in which
they must tick only the sentences with the correct
information. And then, Students work on exercise 2, in which
they
have to match the jobs with their actions.
❖ On line 8
worksheet minutes
LEARNING ASSIMILATION:
❖ Students are asked to do an exercise online in ESL
Liveworksheets (Appendix 6).
https://es.liveworksheets.com/uq173314sb

USING THE NEW INFORMATION IN OTHER SITUATIONS:

❖ Students are sent to breakout rooms to play a game called
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‘Guess my Job’.(Appendix 7). ❖ Zoom
minutes
❖ After the established time, everybody goes back to the main breakout
rooms
room and they describe some jobs.
❖ The teacher thanks and congratulates them for their
participation.

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 ASESSMENT
❖ Students are asked to play a game on Wordwall, in which 5
they can apply what they have just learnt (Appendix 8). ❖ WordWall minutes

https://wordwall.net/play/3410/090/938
❖ The teacher uses an observation guide to evaluate the ❖ Observation
students’ performance (Appendix 9). Guide

REFLECTION AND METACOGNITION

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❖ The teacher indicates it is time for reflection and ❖ Meta-
minutes
metacognition and presents the self-assessment tool cognition guide
(Appendix 10).
FINAL
(10 minutes) ❖ Students answer the questions on the Metacognition guide
and the teacher thanks them for their answers and active
participation.

EXTENSION ACTIVITY

❖ Students are asked to elaborate a lapbook about jobs and ❖ Lapbook

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occupations. The teacher gives clear instructions and some minute
models. They can do it using digital tools like Book Creator,
Google Slides, Power Point, etc or using paper, cardboard,
colour pencils, and so on. (Appendix 11)

FAREWELL

❖ The teacher says the class is over, congratulates the 1

minute
students for their active participation and says
goodbye.

IV.BIBLIOGRAPHY:

❖ Gobierno Regional La Libertad (2020) Currículo Regional por la Emergencia frente al Coronavirus
– Covid 19. Trujillo, Perú.
❖ McArthy, M. y O’dell, F. (1999). English Vocabulary in Use. Cambridge University Press. United
Kingdom.
❖ MINEDU (2019). Planificación, mediación y evaluación de los aprendizajes en la Educación Secundaria.
Lima, Perú.
❖ MINEDU (2016). Programa curricular de Educación Secundaria. Lima, Perú.

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V. APPENDIXES:
APPENDIX 1

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 APPENDIX 2
https://www.youtube.com/watch?v=U9TLZBZ3eo8&feature=youtu.be

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 APPENDIX 3
https://wordwall.net/resource/7218499/jobs-professions

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APPENDIX 4

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APPENDIX 5

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 APPENDIX 6
https://es.liveworksheets.com/uq173314sb

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APPENDIX 7

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 APPENDIX 8

Assessment

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 APPENDIX 9
OBSERVATION GUIDE
TEACHER: ……………………………………………….. DATE: 20 November,
2020

ORAL PRODUCTION
Enjoys and
Understands the Associates the
Match the jobs and shows
game and the game with the
N° STUDENT’S NAME instructions given.
occupations
vocabulary topic
enthusiasm
correctly. when working SCORE
taught in class.
on this activity.

5 5 5 5

10

11

12

13

14

15

16

17

18

19

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 APPENDIX 10

Metacognition

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 APPENDIX 11
Extension activity

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