INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO JEFATURA DE UNIDAD ACADÉMICA

“JOSÉ SANTOS CHOCANO” COODINACIÓN DEL PROGRAMA DE

BAGUA GRANDE- UTCUBAMBA - AMAZONAS IDIOMAS, ESPECIALIDAD INGLÈS
 INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO JEFATURA DE UNIDAD ACADÉMICA
“JOSÉ SANTOS CHOCANO” COODINACIÓN DEL PROGRAMA DE
BAGUA GRANDE- UTCUBAMBA - AMAZONAS IDIOMAS, ESPECIALIDAD INGLÈS

Learning Activity N° 03
I. General Data:

I.1. I.E : “Juan Velasco Alvarado”

I.2. Grade : 1 “A”
I.3. Area : Inglés
I.4. Date : 10th – 11 - 2023
I.5. Duration : 90´
I.6. Teacher´s name: Nelly Marleny Terrones Santa Cruz
I.7. Trainee´s name: Analía Regalado Sánchez
I.8. Trainer´s name: Gonzalo Uriarte Fernandez

I. TOPIC: “SHE IS A TEACHER”.

II. LESSON’S PURPOSE:

Identifying occupations through pictures to write and read sentences.

Challenge: write and read sentences about occupations.

COMPETENCE CAPACITIES PERFORMANCES

 Adapt the text they write in English to the

Adapt the text to the communicative situation using the
communicative situation. occupations.
Writes different types of Organiza y desarrolla las ideas  Write texts in English around a topic
de forma coherente y (occupations) with coherence, cohesion, and
texts in English as a foreign
cohesionada. fluency according to their level.
language.
Utiliza convenciones del  Uses written language conventions such as
lenguaje escrito de forma spelling and grammatical resources that give
pertinente. clarity and meaning to the text. Example: the
verb to be (is), and the present simple.

 Obtain information about the occupations

Obtain information from the from a written text in English.
Reads various types of texts written text in English.  Identifies explicit, relevant, and
in English as a foreign
Infer and interpret information complementary information discriminating
language.
about the written text in scattered details in the text that contains the
English. occupations.

CONTENTS
-Grammar: EVIDENCE:
The verb to be (is) write and read 5 sentences about occupations.
Communicative Function
What does he/she do?
-Vocabulary:
Teacher, doctor, nurse, dentist, farmer, police officer, carpenter,
pilot, engineer, firefighter, chef, scientist, baker, fisherman.
 INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO JEFATURA DE UNIDAD ACADÉMICA
“JOSÉ SANTOS CHOCANO” COODINACIÓN DEL PROGRAMA DE
BAGUA GRANDE- UTCUBAMBA - AMAZONAS IDIOMAS, ESPECIALIDAD INGLÈS

-Transversal Approach
ATTITUDES:
 Students and teachers promote lifestyles in
Environmental focus harmony with the environment
 Respect agreements and standards
established in the classroom for better
interaction.

III.Development of the Learning:

MOMENTS ACTIVITIES TIME

B  Teacher greets and asks: Good morning students!

 How are you today?
E  Students answers to the teacher.
 Teacher gives the students the classroom’s rules.
G Motivation  Teacher says the purpose and the challenge of the class:
- Identifying occupations through pictures to write and read
I 10 min
sentences.
N - Challenge: write and read sentences about occupations.
 Teacher plays a video and shows some pictures of occupations.
N Previous (Annex 1)
knowledge.
 Teacher asks: what does he/she do?
I
 Students give possible answers.
G  Teacher ass: How do we say “Ella es profesora in English?
Problematization. Do have any idea?
 Students answer.

 Teacher asks students:

 What is the topic of the class? Do you have any idea?
Management and  Students give possible answers.
monitoring of the  Teacher presents the topic: “SHE IS A TEACHER”
P development of  Teacher shows more pictures and teaches the pronunciation of the
expected learning. vocabulary. (Annex02)
R (techniques and  Students repeat the pronunciation.
activities)  Students matching the vocabulary with the correct picture 70min
O
 Teacher teaches the use of “does” in the question and how to
C answer it.
 Teacher shows 5 sentences on the slides and teaches the
E pronunciation.
 Students read the examples.
S
 Teacher tells the students to write 5 sentences on their laptops
S using the vocabulary of occupations.
 Students write in their laptops.
 Teacher checks the sentences and tells the students to read them
aloud.
 Teacher evaluates the writing and reading.

E
 Teacher asks about the meta cognition:
 INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO JEFATURA DE UNIDAD ACADÉMICA
“JOSÉ SANTOS CHOCANO” COODINACIÓN DEL PROGRAMA DE
BAGUA GRANDE- UTCUBAMBA - AMAZONAS IDIOMAS, ESPECIALIDAD INGLÈS

N -What did you learn today?

-How did you learn?
D Evaluation -Did you like the class? 10 min
 Teacher thanks to students for their attention and says goodbye.
I

N
G

IV. Materials
Word list
Video
markers
slides
V. Evaluation
Criteria Evidences Assessment instrument

• write the sentences using occupations correctly. write and read 5 Assessment rubric
sentences about
• Use the verb to be “is” to give coherence to
occupations.
sentences.

• Use a good volume of voice to read the

sentences.

VI. Bibliography/Website:

- Midenu. (2016). Programa Curricular de Educación Secundaria. Ministerio de Educación.

- ABC Educational Channel. (6 de noviembre del 2021). Occupation for Kids| What does
he/she do?. [Archivo de video]. Youtube. https://www.youtube.com/watch?v=CtRSbCUkaFM

November 10th , 2023.

_________________________ ___________________________
Vº Bº SUPERVISOR TRAINEE
 INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO JEFATURA DE UNIDAD ACADÉMICA
“JOSÉ SANTOS CHOCANO” COODINACIÓN DEL PROGRAMA DE
BAGUA GRANDE- UTCUBAMBA - AMAZONAS IDIOMAS, ESPECIALIDAD INGLÈS

ANNEXES

Teacher plays a video and shows some pictures of occupations. (Annex 1)

Vocabulary of occupations (Annex 2)

FISHERMAN BAKER
 INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO JEFATURA DE UNIDAD ACADÉMICA
“JOSÉ SANTOS CHOCANO” COODINACIÓN DEL PROGRAMA DE
BAGUA GRANDE- UTCUBAMBA - AMAZONAS IDIOMAS, ESPECIALIDAD INGLÈS

SCIENTIST CHEF FIREFIGHTER

ENGINEER PILOT CARPENTER

POLICE OFFICER FARMER DENTIST

DOCTOR
TEACHER
NURSE
 INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO JEFATURA DE UNIDAD ACADÉMICA
“JOSÉ SANTOS CHOCANO” COODINACIÓN DEL PROGRAMA DE
BAGUA GRANDE- UTCUBAMBA - AMAZONAS IDIOMAS, ESPECIALIDAD INGLÈS

Sentences (Annex 3)

- What does she do?

She is a …..
- What does he do?
He is a ….
- What does she do?
She is a ….
- What does he do?
He is a ….
- What does she do?
- She is a …..

EVIDENCIAS
INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO JEFATURA DE UNIDAD ACADÉMICA
“JOSÉ SANTOS CHOCANO” COODINACIÓN DEL PROGRAMA DE
BAGUA GRANDE- UTCUBAMBA - AMAZONAS IDIOMAS, ESPECIALIDAD INGLÈS
 INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO JEFATURA DE UNIDAD ACADÉMICA
“JOSÉ SANTOS CHOCANO” COODINACIÓN DEL PROGRAMA DE
BAGUA GRANDE- UTCUBAMBA - AMAZONAS IDIOMAS, ESPECIALIDAD INGLÈS

ASSESSMENT RUBRIC
Student name:____________________________________________________________________
Learning evidence: writing and reading 5 sentences about occupations.
Achievement level: Outstanding=AD, Achieved=A, In process=B, Starting=C.

CRITERIONS Outstanding Achieved In process Starting Average

The sentences The sentences The sentences The sentences

don´t have any present one or present two or present two or
Spelling and spelling two spelling more spelling more spelling
grammar mistakes. mistakes. But mistakes and mistakes, and it
Also, it shows it shows the show a mistake doesn´t show
the right use of right use of in grammar the right use of
grammar using grammar using using the grammar using
the occupation the occupation occupation´s the occupation´s
´s topic. ´s topic. topic. topic.

They read the They read the They read the They read the
sentences sentences sentences with sentences
Coherence fluently and fluently and little fluency or without fluency
and fluency in coherently, coherently, coherence, and or coherence,
the respecting respecting have two or and have two or
pronunciation punctuation punctuation more mistakes more mistakes
marks, and marks, but in the in the
emphasizing have one or pronunciation pronunciation
the correct two mistakes of the of the
pronunciation in the vocabulary vocabulary
of the pronunciation learned. learned.
vocabulary of the
learned. vocabulary
learned.

They They They They don´t

demonstrate demonstrate demonstrate a demonstrate
Oral security by security by little security security by
expression reading their reading their by reading their reading their
and clarity sentences and sentences, but sentences, and sentences, and
they use an their voice isn their voice isn´t their low voices
adequate voice ´t loud enough loud enough to make it difficult
volume, loud to be heard by be heard by all to understand
enough to be all parts of the parts of the the reading of
heard by all classroom. classroom. the sentences.
parts of the
classroom.