INSTITUCIÓN EDUCATIVA “ABEL CARBAJAL PÉREZ”

“Año del Fortalecimiento de la Soberanía Nacional”

LEARNING ACTIVITY N° 03
LEARNING ACTIVIDAD DE GRADE AND
TIME
EXPERIENCE 03 APRENDIZAJE SECTION
My Free Time
Let’s Reduce Stress 5th A 40 minutes
Activities

I. INFORMATIONAL DATA:

1.1. UGEL : Chota

1.2. SCHOOL : Abel Carbajal Perez
1.3. COURSE : English
1.4. GRADE/SECTION : 4th “A”
1.5. SCHOOL TEACHER : Obstaluz Perez Alarcon
1.6. TEACHER TRAINER : Luz Mery Nuñez Chavil.
1.7. TRAINEE TEACHER : Karen Yessenia Vasquez Tirado
1.8. DATE : Thursday 12th, July 2022.

II. SIGNIFICANT SITUATION:

Stress affects everyone, especially in a context like the current one, causing our physical and
mental health to deteriorate. Everyone has different ways to combat stress. How do you
handle stress? Could you share your strategies to reduce stress in English, and thus help
people from different parts of the world?

III. LEARNING PURPOSE:

Identify and recognize some free time activities in texts and
PURPOSE
express some of them.
COMPETENCE CAPABILITIES INSTRUMENT EVIDENCE
 Orally express
COMMUNICATES different types of text
ORALLY IN Students express
in English.
ENGLISH AS A free time
FOREIGN  Reflect on the oral use
activities.
LANGUAGE. of the foreign
language.
 Obtains information CHECKLIST
READ from the written text.
 Infer and interpret Students classify
DIFFERENT
free time
TYPES OF TEXTS information from the
activities
IN ENGLISH AS A text.
according to the
FOREIGN  Reflect on and evaluate text.
LANGUAGE the form, content and
context of the text.
 IV. DIDACTIC SEQUENCE:

EDUCATIONAL TIM
PROCESSES ACCTIVITIES
RESOURCES E
Motivation
 Teacher gets into the classroom, greets
students and asks:
- Good morning dear students.
- How are you?
 Students answer:
- Good morning teacher.
- Fine/very well/so so
 Teacher asks:
- What is the date for today?
 Students write the correct date on the board.
- Thursday 07th, July 2022
 Students come out one by one and choose a
flashcard and play “charada”. (Appendix
01)
 According to the flashcard, students make
some gestures for their classmates to guess  Board
the activity.  Flashcards
 In order, students write on the board the
INICIO

name of the activity and pronounce it.  Markers 15’

Recolección de saberes previos  Brainstorming

 Body language
 Teacher asks:

- What are these?

- Do you practice some of these
activities?
- Which of these activities do you like
the most?

 Teacher writes the answers on the board.

Cognitive conflict

 Teacher asks:
- How many activities are there in the
world?
- Why do you practice these activities?
- How many activities do you practice?
 Construction of learning
 Teacher writes the title of the activity on the
board and mentions the objective.
 Students receive printed material.
 Teacher asks:
- According to the pictures, what is the
text about?
 Students look the pictures in a text and give
their opinions. (Appendix 02)
 Students read a text aloud.
 Teacher reads the text so that the students  Board
DEVELOPING

understand the pronunciation.

 Markers
 Teacher asks:
- What did you understand about the  Printed 20’
reading?
Material
 Teacher writes the answers on the board.

Transfer of what has been learned

 Students underline in the text all the

activities that find.
 Students classify the activities in a chart
according to the text. (Appendix 03)
 Teacher checks that all students be working.
 Teacher reads the text again and emphasizes
the pronunciation in the activities.
 Students write their answer on the board.

 Teacher checks the answer and correct if
necessary.
 Students check their wrong answers.
 Material
Metacognition
impreso
CLOSING  Teacher asks: 5’
- Now, do you know more free time  Voz de los
activities? estudiantes
- What activities do you do in your free
time?
- Do you think you spend your free
time in a positive way?
V. RESOURCES AND MATERIALS

- BOARD
- MARKERS
- FLASHCARDS
- PLAY
- BODY LANGUAGE
- PRINTED MATERIAL

VI. BIBLIOGRAPHY
- Evans, V. & Dooley, J., (2010) Spark 2, United States, Express Publishing,
Pag 19.
- https://diariocorreo.pe/edicion/arequipa/presentan-senorita-camana-2019-
916962/
- https://es.liveworksheets.com/worksheets/en/
English_as_a_Second_Language_%28ESL%29/Free_Time_activities/
Free_time_activities_-_multiple_choice_kv12008dt

Obstaluz Pérez Alarcón Luz Mery Núñez Chavil

SCHOOL TEACHER TEACHER TRAINER

Karen Yessenia Vásquez Tirado

TRAINEE TEACHER
 VII. ANEXOS
Appendix 01

Appendix 02

MARY’S BLOG
Sundays are the best!
Sunday is my favorite day. I
usually get up late and I eat
breakfast. My dad
sometimes makes delicious
pancakes! Then, I often go
and play football. I’m in a
girls’ football team. In the
picture, I’m celebrating
with my friends after scoring a goal!
After that, I help my mom in the kitchen.
She usually cooks a traditional Sunday
lunch with lots of meat, potatoes and
vegetables. It’s yummy.
In the afternoon, I sometimes visit my grandparents with my family. In the
evening, I go to the cinema with my friends or I stay home and watch TV. I
never do any homework on Sundays. I just have fun and relax! Hope you do
the same!
Appendix 03

Morning Afternoon Evening

 I. INSTRUMENT: Checklist.

SCHOOL ABEL CARBAJAL PÉREZ - CHOTA

LEARNING ACTIVITY “My Free Time Activities”
EXPERIENCE: III DATE: 04/07/2022
CYCLE: VII GRADE: 4TH SECTION: “A”
TRAINEE TEACHER Karen Yessenia Vásquez Tirado
 Identifies explicit, relevant and complementary information integrating data found in different parts
of the text to perform an intertextual reading, which contains several complex elements in its
structure and varied vocabulary in different types of texts written in English.
 Deduce various logical relationships (addition, contrast, sequence, similarity - difference, cause and
PRECISE PERFORMANCES
consequence) and hierarchies (main and complementary ideas and conclusions) in texts written in
English from explicit and implicit information. Point out the characteristics of beings, objects,
places and events, and the meaning of words, phrases and expressions in context.

Recognizes commonly Relate actions with

Identify explicit

FINAL
NOTE
used words and phrases free time activities
CRITERIAS about free time activities
information about free
pictures that represent
time activities in a text
through pictures. them.

VALUE (5) (0) (5) (0) (5) (0)

N° FULL NAMES YES NO YES NO YES NO
1 CABRERA OCHOA, Cristian
2 CAMPOS SANCHEZ, Yhunior Alexander
3 CHAMAYA TARRILLO, Yakelin Helian
4 COLUNCHE BECERRA, Ana Suceli
5 DELGADO ROJAS, Yacson
6 DIAZ IRIGOIN, Jaminton
7 GASTELO CABRERA, Elia Maribel
8 HUANAMBAL BUSTAMANTE, Yesi Mirely
9 IRIGOIN CONDOR, Piero Alexander
10 MALUQUIS CADENILLAS, Gressia Milagros
11 MONDRAGON SALAS, Ronal Santiago
12 ROJAS BENAVIDES, Merly Mabel
13 RUBIO TUCUNANGO, Lily Talia
14 SALDAÑA DIAZ, Elder Yonatan
15 SILVA CHAMAYA, Eliseo
16 TIRADO CHAMAYA, Andres
17 VASQUEZ FERNANDEZ, Rosmel Elide
OBSERVATIONS:

KAREN YESSENIA VÁSQUEZ TIRADO

TRAINEE TEACHER