INSTITUCIÓN EDUCATIVA

DOCENTE AREA Inglés GRADO 7

CONTEXTUALIZACIÓN
ESTANDAR PERIODO 2
Comprendo textos cortos de cierta dificultad sobre actividades
cotidianas de mi interés, sobre otras asignaturas y mi entorno SEMANA 11
social.
Funciones del lenguaje
- Express feeling and emotions Número de Clases 3
- Give a request information
DBA* DBA 5
Reconoce información específica relacionada con objetos, personas y acciones
cuando le son
conocidos y le hablan de manera pausada. Para esto, puede llegar a requerir
ayudas visuales tales como imágenes o textos
Desempeño Identifica palabras y expresiones relacionadas con el manejo de
emociones en textos descriptivos cortos escritos en lenguaje sencillo.
Resalta de manera breve y sencilla una situacion de convivencia a partir de un
modelo dado.
Acepta las sugerencias y recomendaciones de otros

Título de la Let the Games Being!

unidad
CONCEPTOS - Present simple
- Past simple: Was, Were
- Imperative

RECURSOS
HUMANOS LOCATIVOS MATERIALES
Estudiantes -Salones Video beam
Docente del -Aulas del área Speakers
área Worksheet
Photos about sports and
emotion.

MOMENTOS DE LA CLASE
1.Warm up:
The lesson starts with a warm-up activity in which students brainstorm adjectives to describe
feelings and sports . They also say in what situations they feel this way. Then, students look at
five emotions (e.g. anger, disgust, joy) and come up with possible adjectives for them. After
that, they watch the video about a girl who feels different emotions. The video in this lesson is
split into several parts so that students can say what makes her have the feeling and predict
how she is going to react in each of the five situations.

After the video, students say how they feel when they find themselves in the situations
presented in the video (e.g. see a spider, spill a drink), and discuss the video itself. what is their
favorite sport ? and why?

https://www.youtube.com/watch?v=nEUzQ7yL9A0
https://www.youtube.com/watch?v=lnGkW9lFTd4

if you don’t have the opportunity to show the video you can show pictures and talk about it .

2.Familiarization
Start by drawing a big circle on the board and then start to slowly draw a nose and eyes and
other features of a face. As you are drawing, encourage students to guess what it is. Once
students have guessed that you are drawing a face, draw a big smile on the face and ask
students to all make the same expression. Say “Happy” out loud and ask students to repeat
after you. Next, erase the big smile and replace it with a frown. Ask students to make the same
face and elicit the word “Sad” from students.

Continue with other feelings such as angry, hungry, thirsty, etc, and see how many feelings
students already know. Next, it’s time to introduce the keywords and expressions for the lesson.
https://games4esl.com/wp-content/uploads/Feelings-How-are-you-Flashcards.pdf

Using these feelings flashcards, say each feeling out loud and ask your students to repeat after
you. Next, have them say each of the feelings on their own. Once students have practiced
enough, introduce the question “How are you?” and the answer “I’m happy.“.

A great way to do this is to ask the whole class to ask you “How are you?” and then answer by
choosing a feelings flashcard at random and then saying the answer while acting out that
feeling. Once students get the idea, invite some students up to the front and have them choose
a flashcard each at random. Then have the whole class ask them “How are you?” and the
students can answer and act out the feelings on the flashcards.

To practice sport you can bring to the class pictographs and ask them to the sports vocabulary
according to the picture.
3. Practice
The students write the new vocabulary on their notebook : Feeling , emotions and sports
4.Application
5.Assessment
Look at the pictures. Work with a partner and say how the players are feeling. Use some of
the words in the box to help you.

Actividad
complementa Students look at the images. Ask: Where do you
ria o actividad think the boy lives? What do you think he does in
transversal his free time? How old do you think he is? Do you
think he lives
in the countryside or in the city?
Students read the rubric. Check their
understanding.
Read the article out loud, while students follow in
their
 books. Tell students to pay attention to the
pronunciation and intonation.
Students take turns to read the article out loud.
Check their understanding of new vocabulary.
And focus on the use of because for giving a
reason or explanation. Explain the table and tell
students to complete it in their notebooks. Give
an example if necessary.

VALORACIÓN
EVIDENCIAS CRITERIOS DE EVALUACION TECNICAS DE
DE EVALUACION
APRENDIZAJE
Identifica palabras y expresiones relacionadas con
SABER el manejo de emociones en textos descriptivos Reading
(CONCEPTUAL cortos escritos en lenguaje sencillo
)
HACER
Resalta de manera breve y sencilla una situación
(PROCEDIME Filling the gaps
de convivencia a partir de un modelo dado
NTAL)
SER
(ACTITUDINA Acepta las sugerencias y recomendaciones de
Speaking about the videos
L) otros

OBSERVACIO
NES
BIBLIOGRAFÍA
Libro :
https://games4esl.com
https://www.education.com
way to go Student book and workbook