Año de la Unidad la Paz y el Desarrollo

LESSON PLAN
I. INFORMATIVE DATA:
TEACHER Atilio Panuera Yauyos AREA Inglés
GRADE 4 SECTION B,E,F,G,C TOTAL HOURS DATE 16- 17- 18
TITLE POLLUTION TERM IV WEEK 30
II. LEARNING PURPOSE: En esta sesión los estudiantes opinaran sobre el medio ambiente en relación a la
contaminación
COMPETENCE CAPACITIES PERFORMANCES EVIDENCE ASSESSMENT
INSTRUMENTS
Lee diversos tipos de textos en Obtains information from the written .- Extrae información sencilla del texto leído Desarrolla la ficha Check list
inglés como lengua extranjera text. de aplicación y
-Infiere el texto y responde preguntas de participa
Infers and interprets information inferencia, criticas y de opinión activamente
from written text.

Reflects and evaluates the form,

content and context of the text.

TRANSVERSAL
VALUES OBSERVABLE ATTITUDES AND ACTIONS
APPROACHES
Disposición para colaborar con el bienestar y la calidad de vida de las generaciones presentes y
Solidaridad planetaria y equidad
-Enfoque ambiental inter generacional
futuras, así como con la naturaleza asumiendo el cuidado del planeta.

III. SECUENCIA DIDÁCTICA

MOME PROCESOS
ESTRATEGIAS Y ACTIVIDADES RECURSOS T
NTOS PEDAGÓGICOS
video
 Teacher greets, asks students how they are and what’s today’s date.
pictures 10
 The teacher shows a video about pollution
 Teacher shows the title, competence, purpose, evidence, sets classroom rules and motivates
MOTIVACIÓN students to fulfill or do activities. Pay attention to the teacher! Participate in class! Do your
best!
 What is pollution for you? how can we take care of the environment?
INICIO

RECUPERACION flashcards 15
SABERES PREVIOS: Interroga a los estudiantes
DE SABERES
What is the meaning of the three Rs in the environment?
PREVIOS
How are we contributing to the pollution in our planet? what are the types of pollution? video 15
CONFLICTO
COGNITIVO
 Teacher shows the topic of the lesson with flashcards. flashcards 45
 Teacher asks Ss to read a text about the challenge. worksheets
 Students read and understand the challenge.
CONSTRUCCION DE LOS APRENDIZAJES

 Teacher introduces some vocabularies about pollution by using flashcards, then all
the class do the pronunciation.
 Teacher asks students to complete the blank with their the right word by
establishing the time.
 Teacher asks to read the text about pollution and gives clear instructions to them.
DESARROLLO

ACTIVIDADES

 Students read the text in the sheet, while teacher helps if it is necessary.
 Students read the text and complete with the specific information by writing true or
false
 Then, all class share the answers by interacting with the teacher
Students choose the correct option about the main idea of text
Students answer a question about pollution
Then, all class share the answers by interacting with the teacher.
Finally, teacher asks students to show their tasks and students show them to the
teacher.
The teacher provides a post-reading activity so that the students can show how much they 20
learned about the topic of pollution. Students have to create a short text to name a few actions
to protect the environment.

Do you think it is necessary to reduce pollution? Why? What actions would you take 20
TRNSFERENCIA
to reduce pollution?
CIERRE

METACOGNICIÓ What did you learn today? 15

N How did you feel in this class?
How did you learn it?
Will this lesson be useful in your daily life?
What materials did we use for learning?
 Año de la Unidad la Paz y el Desarrollo

 Teacher ends the class saying see you next class



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