Learning Phase Teacher’s activity Pupils’ activity Interaction Materials

Introduction • T. shows the pupils a wall-picture and asks some questions about it: P. look at the wall- TàC Wall-
- What can you see in this picture? picture and answer picture,
- What are these people doing? the questions. board.
- What are they dancing?
- What are they drinking?
- Where do you think they are?

• T. asks the pupils to predict what the topic will be. P. guess the topic. TàC

• T. congratulates the pupils and says: The topic will be about “The
Typical Festivities"

• T. sets the situation through a “minitext” where the characters and P. listen carefully. TàC
communicative intention are introduced (in L1 if necessary):

“Cesar and Herbert are two 15 year-old boys. They are from Chiclayo and Teacher’s
this year they are studying at FIR high school. They are classmates in the voice
4th “B”.
This is the first time they see how people in Morales celebrate “La
Patrona”.
They are talking about this festivity as they leave the Cabezon’s house.
They are saying they are pleased with such an experience:
Learning Phase Teacher’s activity Pupils’ activity Interaction Materials

Focalisation T. sticks a wall chart with a dialog on the board and reads it aloud P. listen to the TàC Wall-chart,
emphasizing the pronunciation and intonation. She/he reads it teacher. pictures,
twice: board.
C: That was a great experience for me¡
H: Yeah, for me too¡ I have had a nice experience¡
C: La Pandilla is an exciting dance. This is the first time I have seen a
dance like this. I liked it¡
H: I am so exhausted¡ I have danced la Pandilla almost all night¡
C: So have I. Have you drunk Mazato?
H: Yes, of course¡ It is delicious¡ I have drunk three glasses¡
C: Oh really? I have only drunk one glass and it tasted good¡

T. presents the new vocabulary on the board, gives a direct P. look at the
Tà C Vocabulary
translation of it and has the pupils repeat the new words after vocabulary and
chart
him/her: repeat the new
- …nice = bonito (a) words.
- …exciting dance = baile divertido P. listen to the T.
- …so exhausted = tan cansado
- …almost = casi

T. takes out two statements from the dialog, as a pattern, reads P. look at the pattern
them aloud again, and has the pupils to repeat it: and pronounces the
statements aloud.
C: The Mazato is delicious¡ Have you drunk it?
H: Yes, of course¡ I have drunk three glasses.
Learning Phase Teacher’s activity Pupils’ activity Interaction Materials

Interaction T. asks the above question to some pupils to show how the activity P. answer the question T àP,P,P. Board,
works: He/she shows a flashcard about Mazato while asks the question. according to the given flashcards.
model.

T. divides the whole class in pairs and asks them to work simultaneously Each pupil works with PàP
following the model above. He/she gives each pair six flashcards about his or her partner at PßP Flashcards
typical foods and drinks of San Martin Region. He/sheassigns some the same time.
minutes to do the activity.

T. now presents another oral activity: “The hot seat”: He/she selects a P. listen to the TàP
pupil to be the focus of attention. Then the teacher asks the other pupils teacher’s instruction.
to ask him or her as many questions as they know, according to A pupil goes to the
his/her own experience. T. sets an example: front of the class to be
asked by his/her
T: La Pandilla is an exciting dance¡ classmates.
Have you ever danced it? P. asks many
S: Yeah. I have danced it in la Patrona of la Banda de Shilcayo¡ questions as they can.
T: I love Uvachado¡
Have you ever drunk it?
S: No, I haven’t. I have not drunk Uvachado yet.
.
T. assigns 10 minutes to do the activity.
PàP
T. goes round the class helping some students to formulate their PßP
questions.
Learning Phase Teacher’s activity Pupils’ activity Interaction Materials

Linguistic T. divides the class in groups of five and then asks pupils to say the P.say the verbs both in TàP Board,
Sensibilization following verbs in English, both in present and past tense: comer, ver, present and past markers.
bailar, beber, gustar, and writes them on the board. tense. PßT
Present Past

Comer eat ate

Ver see saw
Beber drink drank
Bailar dance danced

T. asks the groups to look at the verbs in the examples they practiced P. check and realize TàG,G,G
before and check if they used the verbs’ writings they are looking at on the that writing is not the
board. same.

T. asks one student from each group to come to the board and write the P. go to the board.
corresponding verb in the appropriate line.
T. presents some flashcards containing the following drawings: Flashcards,
 Uvachado Pictures.
J Mazato
? Pandilla
T. asks the pupils to write affirmative, negative and interrogative In groups pupils TàG,G,G
statements according to the drawings. elaborates
statements.
T. selects the group to give the appropriate responses on the board. Board,
P. congratulate markers.
TàC
T. asks the groups to write some other statements using new verbs. themselves.
Learning Phase Teacher’s activity Pupils’ activity Interaction Materials

Reflective T. asks the pupils in L1 that the grammar point they learnt was about P. answer the TàC
Integration “Present Perfect Tense”. Then asks the following questions: teacher’s questions.

1.- ¿Cuál es la estructura del Presente Perfecto en inglés?

2.- ¿Con qué propósito usamos el Presente Perfecto?
3.- ¿Cómo se dice en inglés: “ yo he comido “Suris”?
4.- ¿Cómo se dice en inglés: “ yo he estado en la Fiesta de la Patrona”?

T. congratulates the pupils and says good bye. P. say good bye.