DATE:
LESSON PLAN 21/08/23
TÍTULO DE LA SESIÓN ROOM:
QUIZ 01 2nd Grade Sec
NUMBER LESSON UNIT WEEK
5 5 3
APRENDIZAJES ESPERADOS
COMPETENCIAS CAPACIDADES INDICADORES
Interactúa y muestra interés en su Intercambia información oportuna
Se expresa oralmente interlocutor. con su interlocutor acerca de
eventos pasados.
Infiere el significado de los textos Deduce el mensaje de diferentes
escritos. textos escritos para responder
Comprende textos escritos
preguntas acerca de eventos
pasados.
Elabora textos escritos utilizando Utiliza diversas estructuras
Produce textos escritos la teoría gramatical y el léxico gramaticales y lexicales para
apropiado. describir eventos pasados.
SECUENCIA DIDÁCTICA
INICIO (10 minutos)
El docente ingresa al aula y saluda a los estudiantes diciendo: Good morning
Se proyecta el siguiente texto:
Thephonerings…
Kathy: Hello?
Amanda: Hi, Kathy. This is Amanda.
Kathy: Hi, Amanda. How’s it going?
Amanda: Fina, thanks. Hey, Josh and I stopped by your house last night, but you weren’t there.
Or were you asleep?
Kathy; Actually I wasn’t home. I was at the movies.
Amanda: Were you alone?
Kathy: Uh, no. I was with … someone. The movie was great. Really exciting. And funny too.
Amanda: Really! What movie was it?
Kathy: Frankenstein’s Uncle.
Los SS leen la conversación nuevamente en silencio y deciden si las oraciones a continuación son verdaderas
o falsas.
Amanda was at the cinema.
Kathy was at home.
Kathy was alone at the movies.
The movie was not good.
Voluntarios dan sus respuestas a toda la clase. Luego, todos corrigen la actividad.
Se indica a los SS que hoy realizarán un repaso de los temas trabajados en la semana.
DESARROLLO (25 minutos)
Se coloca el siguiente texto en la pizarra y solicita a los SS que lean la información.
Luego, se entrega a algunos voluntarios tarjetas léxicas que contienen WAS, WASN’T, WERE, WEREN’T para
que completen el texto en la pizarra.
Mark,
Sorry I _______ home lastnight. I _______ at thebasketballgame. Amanda and Josh _______
with me. It_______ reallyexciting.
Where_______ youonTuesdayafternoon? Susan, Brent, and I _______ at the soccer game,
butyou_______ there. That_______ toobad. It_______ reallyexciting.
I’lltalk to yousoon. Call me.
Kathy
Todos corrigen la actividad.
Los SS se agrupan en pares para practicar las conversaciones utilizando su información personal.
Se modela las tres conversaciones para que los estudiantes sepan cómo realizar la actividad.
Conversation 1:
A: Hi, ______! Were you at school yesterday?
B: Hi! No, I wast’n. I stayed home because I was _____.
A: Are you OK now?
B: Yes, I am.
Conversation 2:
A: Where were you last Sunday afternoon?
B: I was in the _____.
A: What did you wear?
B: I wore _____.
Conversation 3:
A: How was the weather like yesterday?
B: It was_____ and ____.
A: Where were you?
B: I was in the _____.
Algunas parejas presentan su conversación frente al salón.
El docente coloca en la pizarra el siguiente texto y se agrupa a los SS en grupos de tres para que respondan
las preguntas:
My name is Tony. My brother was a doctor and his wife, Ana, was a teacher. They were
both very good at their jobs. Mybrother'swifeloved to teachchildren at school. The children were
very happy and loved their teacher. When I was a kid I wanted to be a doctor like my brother, but I
was a waiter in a big restaurant. Itwas a goodjobfor me because I love to be around different
people. The restaurant was very nice. It had big windows, nice tables, and very good food.
Was Tony's brother a teacher?
Was Tony a doctor?
What was Tony's brother's wife?
How did the children at school feel?
Where did Tony work?
Se solicita a algunos SS voluntarios que escriban las respuestas en la pizarra. Todos corrigen las respuestas.
CIERRE (15 minutos)
Se entrega una ficha para ser trabajada en la sesión donde se resume la gramática trabajada y se presenta un
ejercicio.
Los SS resuelven el ejercicio y al término del tiempo determinado, todos devuelven la actividad.
Si el tiempo lo permite, se puede agrupar a los estudiantes en grupos de 4 para que jueguen un juego de
mesa. Ver anexo 2.
Metacognición:
REVIEW AND CONSOLIDATION.
What I knew before class What I learned today What I need to reinforce
TAREA A TRABAJAR EN CASA
➢ No se asigna tarea para la casa.
RECURSOS
Pizarra
Plumones
Multimedia
Flashcards
Ficha de aplicación
ANEXO 1: GRAMMAR REVIEW ANEXO 1: GRAMMAR REVIEW
SIMPLE PAST: WAS & WERE SIMPLE PAST: WAS & WERE
A. Study this: A. Study this:
B.Fill in the gaps with WAS or WERE: B.Fill in the gaps with WAS or WERE:
ANEXO 2: GRAMMAR REVIEW
Taken from: http://lola-teacher.blogspot.com/2013/01/board-game-to-be-past-simple-make_17.html
