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Año de la Unidad, la Paz y el Desarrollo”

WEEK 21 DMPA N° 03
“EXPERTS”

I. INFORMATIVE DATA :

1.1 COAR : UCAYALI

1.2 AREA : ENGLISH B HL
1.3 PEDAGOGIGAL HOURS OF THE DMPA : 2 HOURS
1.4 DATE : FROM AUGUST 14TH TO AUGUST 19TH
1.5 GRADE AND SECTION : 4TH ABCD
1.6 TEACHERS : LIZ AREVALO FACHIN, ARIF PATROCINIO
SOTO AMANTE, AMADO DANIEL PAIMA AMASIFUEN, ALEJANDRO TEOFILO
TOSCANO CASTILLO.

II. VÍNCULOS CON COMPONENTES TRANSVERSALES DEL PD

Vínculo con TDC Creatividad, Actividad y servicio

Interculturalidad Monografía

Mentalidad Internacional Principios pedagógicos

The IB program at COAR Ucayali helps our students develop profiles at the end of the three years they spend in
the program, for example, they become more inquisitive, knowledgeable, thinkers, communicators, principled,
open-minded, supportive, bold, balanced. and reflective It is known that fourth-year high school students are:
Leaders, who have a high commitment to academic activities, handle technological tools very well, discriminate
information very well, participate in various contests, however they also have some barriers such as: Lack of
knowledge and revaluation of ancestral practices, their control of emotions, falling in love, lack of self-esteem,
adequacy of time. Faced with these barriers, we ask ourselves the following questions: What is the role of the
individual in the Community? What role does the COAR student play in society? To what extent should we
respect and know our customs and traditions?

III. PROPÓSITO Y EVIDENCIAS DE APRENDIZAJE

Competencias del Desempeños Campo temático Evidencias

área curricular

• Communicates
orally through Students listen
various types of texts Experiences: and audio after
in English. Infers the Customs and that they
topic, purpose, facts, traditions. choose the
• Communicate orally
in a foreign language and conclusions from correct option
explicit information (a-b) according
the information
and interprets the
in the
intention of the
conversation.
interlocutor
• Critically read
various types of texts
in English that
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• Reads different types present simple

of texts in English as structures and some
a foreign language.
complex elements
with everyday
vocabulary.
• Use orthographic
resources that allow
clarity in your texts.
Reflect on the
• Writes different types content of the text
of texts in English as
and evaluate the use
a foreign language.
of some formal
resources.

Competencias y capacidades Desempeños precisados

transversales

- Operating in virtual - Classify and organize the obtained information according

environments generated by ICT. to established criteria and cite the sources appropriately
-Gestiona información del entorno virtual. with efficiency and effectiveness.
- Interactúa en entornos virtuales.
- Managing your learning - It permanently reviews the strategies.
autonomously.
- Define metas de aprendizaje.

Enfoques transversales Acciones o actitudes observables

Rights approach
Ejercen sus derechos entre pares y adultos Promueven su
desarrollo autónomo y de sus compañeros.

IV. DESARROLLO DE LA SESIÓN DE CLASE:

DIA Actividades de la enseñanza-aprendizaje Recursos Tiempo

y
materiales

EYES ON ME
1. The teacher presents the music Scientist from
Cold Play in karaoke.
2. let´s observe the image. Then answer some
questions below.
LET´S OBSERVE AND READ –

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3. let’s read the text titled: “A man of many

talents” Proyector 90 min
LET´S UNDERSTAND Laptops
03 4. let´s understand present simple for future. Notebooks
Internet
LET´S PRACTICE
5. Read the article again about Tuy Sereivathana.
Match the extracts (a-e) with the gaps in the
text (1-5).
LET'S CREATE AND SHARE
6. Students listen and audio after that they
choose the correct option (a-b) according
the information in the conversation.
LET’S REFLECT –

7. Now let’s reflect on our own learning process.

V. VALORACIÓN DE LOS APRENDIZAJES

Competencia Criterios Evidencia Instrumentos e
(desempeños) evaluación

• Communicates Students listen

orally through and audio after
various types of that they choose
texts in English. the correct option
• Communicate orally in Infers the topic, (a-b) according
a foreign language purpose, facts, the information in
and conclusions the conversation.
from explicit Worksheet
information and Ckecklist
interprets the Rubrics (Writing,
intention of the listening, speaking)
interlocutor
• Critically read
• Reads different types
of texts in English as a
various types of
foreign language. texts in English
that present
simple
structures and
some complex
elements with
everyday
vocabulary.
• Writes different types • Use
of texts in English as a
orthographic
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foreign language. resources that

allow clarity in
your texts.
Reflect on the
content of the
text and
evaluate the use
of some formal
resources.

UNIT N° 05
LESSON 03 – EXPERTS

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Class: 4th A, B, C and D Time: 90 Minutes Date:

Purpose: Students recognize the importance about the identity.

Learning evidence: Students listen and audio after that they choose the correct option
(a-b) according the information in the conversation.

EYES ON
ME .

Activity 01: The teacher presents the music Scientist from Cold Play in karaoke.
Image 01

Retrieved from: https://www.youtube.com/watch?v=RB-RcX5DS5A

Image 02 Image 03

Retrieved from: https://www.google.com/search?q=PERSONA+SHIPIBA+hablando+shipib

Activity 02: let´s observe the image. Then answer some questions below.
1. What community do the images represent?
…………………………………………………………………………………………………….

2. How do you identity with that community?

…………………………………………………………………………………………………..

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Año de la Unidad, la Paz y el Desarrollo”

LET’S OBSERVE AND READ

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Activity 03: let’s read the text titled: “A man of many talents”

Retrieved from: Stephenson H., Dummett P., Hughes J. Life Intermeditate B1+ National Geographic Learning Page: 91.

Activity 04: Students write a summary from the text using your own words.

LET’S UNDERSTAND
.

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ACTIVITY 05: let´s understand present simple for future.

Present Simple for now

For stative verbs, we can use the Present Simple to talk about now. Stative verbs do not
describe action. They describe state, and are verbs such as: like, sound, belong to, need,
seem. We can use these verbs with the Present Simple tense to talk about a situation at
the present time, not general.

I want acoffee.
That sounds interesting.
Do you need some help?

past present future

The situation is now.

Present Simple for general time and now

The verb be is always special. It is a stative verb, and we use it in the Present Simple
tense to talk about now situations and about general situations. Look at these examples
of the verb be in the Present Simple tense - some are general and some are now:

I am not fat.
Why are you so beautiful?
Ram is tall.

past present future

The situation is general. Past, present and future.

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Am I right?
Tara is not at home.
We are hungry.

past present future

The situation is now.

LET’S PRACTICE

ACTIVITY 06: Read the article again about Tuy Sereivathana. Match the extracts
(a-e) with the gaps in the text (1-5).

LET´S CREATE AND SHARE .

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Activity 07: Students listen and audio after that they choose the correct option (a-
b) according the information in the conversation.

Retrieved from: Stephenson H., Dummett P., Hughes J. Life Intermeditate B1+ National Geographic Learning Page: 94.

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LET´S REFLECT
Activity 08: Now let’s reflect on our own learning process.
In this lesson, we learned … YES NO

To understand a text about: “A

man of many talents”

To identify present simple.

References
- Retrieved from: https://www.youtube.com/watch?v=RB-RcX5DS5A
- Retrieved from: https://www.google.com/search?q=PERSONA+SHIPIBA+hablando+shipib
- Retrieved from: Stephenson H., Dummett P., Hughes J. Life Intermeditate B1+ National Geographic Learning Page: 91.
- Retrieved from: Stephenson H., Dummett P., Hughes J. Life Intermeditate B1+ National Geographic Learning Page: 94.

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ANNEX

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