NATIONAL UNIVERSITY OF CAJAMARCA

NORTH OF THE PERUVIAN UNIVERSITY

NATIONAL UNIVERSITY OF CAJAMARCA
EDUCATION FACULTY

EDUCATION FACULTY
ENGLISH SPECIALTY

PRE – PROFESSIONAL PRACTICE II

EDUCATIONAL EVALUATION

COORDINATOR:
Elmer Luis Pisco Goicochea
STUDENT:
Erika Lorena Marcelo Rodríguez
CYCLE:
X
GRUP:
“E”

CAJAMARCA, DECEMBER, 2017

 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

PRESENTATION

In this folder of learning sessions, carried out for Pre-Professional Practice II - Learning Sessions,
it has been considered convenient to take as a purpose; optimize and diversify the teaching -
learning process carried out by the teacher in the educational reality; in which we have to carry
out our practices directly, in the educational institution and with students of different grades; as
well as design and execute learning sessions; using methodological strategies learned throughout
our years of university study. In addition, in the present practice it has been necessary to apply
the different evaluation techniques and instruments according to the expected learning in the
development of the learning sessions; creating the educational means and materials
corresponding to the objectives of our activities in the teaching work.
NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

Like everything I do in my life,

Dedicated to my beloved parents.
 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

INDEX

INTRODUCTION 1
ANNUAL CURRICULAR PROGRAM 2
DIDACTIC UNIT 17

LEARNING SESSION 1: Yesterday, I went top lay soccer 23

LEARNING SESSION 2: Great Inventions 32

LEARNING SESSION 3: How much are these shoes? 41

LEARNING SESSION 4: I didn’t go to ride a bicycle, I went to study 48

LEARNING SESSION 5: In my last holidays, I went to the mountains 55

LEARNING SESSION 6: I can speak English 62

LEARNING SESSION 7: Juan’s pen is red 69

LEARNING SESSION 8: In summer, I can swim or I can run 76

LEARNING SESSION 9: What special day is today? 83

LEARNING SESSION 10: I was so happy because I had passed my exam 91

LEARNING SESSION 11: Who is she? She is my friend 99

LEARNING SESSION 12: What we have to do 106

CONCLUSION 113
ANNEXES 114
 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

INTRODUCTION

Globalization and the accelerated development of science and technology have made it essential
to master a second language and even more languages, which allows us to access information
from primary sources, as one of its advantages. Nowadays, the most widely used language around
the world is English. The mastery of this language gives us benefits such as the possibility of
continuing studies abroad, having access to jobs that provide socio-economic improvements,
communicating with people from all over the world, as well as accessing updated information in
real time. Therefore, it can be affirmed that the mastery of this language acquires vital
importance. Those who do not use, drive or dominate will be at a disadvantage, which will affect
their individual and professional development.
From this perspective, and within the framework of the strengthening of the improvement of
Education in Peru, it is sought to give importance to the teaching of the English language in
public and private educational institutions in Regular Basic Education; and, to be able in this way
to offer students access to information in this language, to continue their professional studies in
other countries, and to obtain better job opportunities not only in our country, but also abroad.
The English area is based on the "communicative approach" which seeks to develop the
communicative competence of the students so that they develop in an appropriate way in varied
contexts. This approach proposes the use of authentic communication situations through which
students understand and produce oral and written texts of different types. The teaching-learning
process is based on the use of authentic material in diverse contextualized situations for students
to use the language.
For these reasons, the importance of this practice lies in the fact that when we begin this
teaching-learning process, we know the necessary means to reach the students and to begin
contact with our students opens the door to the complex and competitive world of education.

1
 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

ANNUAL
CURRICULAR
PROGRAM

2
 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

ANNUAL CURRICULAR PROGRAM 2017

I. General Information:
1.1. UGEL : Cajamarca.
1.2. I.E. : San Ramón.
1.3 Área : Inglés.
1.4. Grado y secciones : 3° M, N. 4° K, L. 5° J
1.5 Fecha de Inicio y término : 13-03 al 29-12
1.6 Total de horas anuales : 179 Horas
1.7 Director : Mg. Eleuterio García Huamán.
1.8 Sub-director : Mg. Carlos Ruiz Briones.
1.9 Docentes : Mg. Tania Judit Olano Araujo

II. DESCRIPCIÓN GENERAL

The information and knowledge society, the globalization of the economy and culture and the
accelerated development of science and technology require citizens to face new scenarios,
problems and challenges to develop as a person, to exercise global citizenship, continue studies,
work in global contexts and have access to updated information in real time. One of these
demands is that citizens must be proficient in the English language as knowledge of this language
allows us to improve the quality of life. We can say that it is the language of the world today is
the great international language, a "lingua franca". Communicate in
English today is a necessity, who does not master this language is at a clear disadvantage. The
English language has become the global language of communication par excellence, one of the
most widely used in the world.
Within the framework of strengthening the improvement of education in Peru is to ensure the
quality of teaching-learning processes, the teaching of the English language as a tool that gives
the student a range of possibilities such as access to information is particularly important first
source, continue with their professional studies and job opportunities in the national and
international field promoting the use of new information and communication technologies for the
effective interaction of students and teachers in diverse social, cultural and economic contexts.
In the Full School Day the English area proposes a new model of language teaching with five
hours of weekly study three (03) of which are face-to-face and two (02) virtual which is called
Mixed Model (Blended) in the technology and the teacher work in an integrated manner and with

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 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

specific roles. In the "one to one" sessions of student-computer / software interaction, this
internalizes the language, and in the face-to-face sessions the teacher dynamizes and fosters the
development of language skills in an integrated manner.
This new proposal is based on the methodological approaches of teaching the English language:
Communicative approach.- Seeks to develop communicative competence, which is based on a set
of processes and linguistic, discursive, sociocultural and strategic knowledge that the speaker-
listener of a language puts into play to produce or understand discourses appropriate to the
situation and the communication context.
Focus on action.- Adopted by the Common European Framework of Reference for Languages. It
considers users and students as members of a society, who must perform tasks individually or in
groups, using their specific skills to obtain a concrete result in a specific context.
Intercultural approach.- Adopted in European contexts in a coherent curricular framework
between language and culture, focused on learning English as a foreign language, with concepts
such as intercultural attitude, ability to interpret, relate, discover, interact, and cultural critical
awareness.
Focus in the framework of CALL (Computer Assisted Language Learning) .- Sustained by
drivers of "technology as a mediator", who conceive that the virtual learning environment with
materials centered on the student so that they interact individually, with practice and repetition in
front of the computer, online, in physical network or workstation, with digital whiteboard, mobile
phones and others. All this is a great help for teachers who facilitate the learning of English.
Neuroscientific Approach.- It is based on studies on how the brain acquires language, and
according to which it is configured as an automatic subconscious process, so that acquiring any
language follows a process similar to that of acquiring the mother tongue. In this regard,
Knowles, in his theory "Hierarchical and recurrent recognition - RHR", argues that the brain
recognizes patterns to group and process language inputs into increasingly larger fragments,
which is the basis for achieving the oral fluency of a language and communication skills. The
learning sequence is: Familiarization - recognition - understanding - practice - domain - revision -
automaticity.
The program to be executed is called EDO (English Discoveries Offline) and is developed in 180
pedagogical hours organized in ten (10) teaching units that comprise thirty-six units (EDO),
which develop the linguistic skills in English, and favor the development of the communicative
competence.
This proposal is homologated to the international standards of the Common European Framework
of Reference for Languages (CEFR) and seeks that our students achieve at least level A2, what is
known as a basic user.
 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

In this degree it is expected that the student will reach what the CEFR proposes for level A2 that
is detailed below:

GENERAL LINGUISTIC COMPETENCE

4 of
It has a repertoire of basic linguistic elements that allows him to deal with everyday situations
predictable content, although he usually has to adapt the message and look up words.
Produce short and habitual expressions in order to satisfy simple and concrete needs: personal
data, habitual actions, needs and needs, information demands.
Use basic syntactic structures and communicates through phrases, groups of words and
memorized formulas when referring to himself and other people, to what he does, to places, to
possessions, etc.
It has a limited repertoire of short memorized phrases that includes predictable situations of
survival; they usually incur misunderstandings and interruptions if it is a rare communication
situation. Can describe in simple terms aspects of their past and their environment as well as
issues related to their immediate needs.
LEVEL DESCRIPTOR
He/she is able to understand frequently used phrases and expressions related to areas of
experience that are especially relevant to him (basic information about himself and his family,
purchases, places of interest, occupations, etc.)
Knows how to communicate when carrying out simple and daily tasks that do not require more
than simple and direct exchanges of information on issues that are known or usual.
Can describe in simple terms aspects of their past and their environment as well as issues related
to their immediate needs.
 Includes phrases and the most common vocabulary on topics of personal interest (very basic
personal and family information, purchases, place of residence, employment). It is capable of
capturing the main idea of short, clear and simple notices and messages.
• Is able to read very short and simple texts. Find specific and predictable information in simple,
everyday writings such as advertisements, leaflets, menus and schedules and include short and
simple personal letters.
• Communicates with simple and habitual tasks that require a simple and direct exchange of
information on activities and everyday matters.
• He is able to carry out very brief social exchanges, although, in general, he can not understand
enough to keep the conversation going for himself.
• Use a series of expressions and phrases to describe simple terms to your family and other
people, their living conditions, their studies and their current job or the last one they had.
 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

• Write short, simple notes and messages about your immediate needs.
• Write very simple personal letters, for example, thanking someone.

5
 MAKE
UNIDAD

UNIDAD I

UNIDAD II

UNIDAD III
NÚMERO Y

CAN YOU…?
CHOICES TO
TÍTULO DE LA
sesiones)

20 sesiones
20 sesiones
20 sesiones
(en horas y
DURACIÓN

X
X
X
Reconoce la intención del interlocutor.

X
Infiere el significado de los textos orales.
TEXTOS
ORALES

X X
X
Identifica ideas principales y secundarias.
MATRIX OF THE ANNUAL PROGRAMMING

X
X
X
COMPRENDE

Comprende el contenido del texto

X
Utiliza información escuchada para fines
E

X
X
X
Expresa con claridad ideas, sentimientos y

X
X
X
Competencias/capacidades

Interactúa para solicitar o brindar

X
X
X Utiliza estratégicamente variados recursos
ORALMENT
SE EXPRESA
EDUCATION FACULTY

X Reconoce la intención del autor.

NORTH OF THE PERUVIAN UNIVERSITY

X
X

Infiere el significado de los textos escritos.

X
X

Identifica ideas principales y secundarias.

COMPRENDE

Comprende el contenido del texto leído.

TEXTOS ESCRITOS
NATIONAL UNIVERSITY OF CAJAMARCA

X
X

Utiliza información leída para fines

X

Organiza información de manera coherente

6

según el
X
X
TEXTOS

Redacta textos escritos de manera clara

PRODUCE

ESCRITOS

y coherente, adecuando el registro

X
X
X

Elabora textos escritos utilizando la teoría

 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

TELL ME
WHAT YOU
LIKE
UNIDAD IV
WHAT WE
HAVE TO DO, 20 sesiones X X X X X X X X X
WE HAVE TO
DO
UNIDAD V
10 sesiones X X X X X X X X X X X X X X X X
REVIEW I
UNIDAD VI
WHEN I X X X X X X X X X X X
20 sesiones
GROW UP
UNIDAD VII
TIME OUT 20 sesiones X X X X X X X X X X X X X

UNIDAD VIII
HOW IT 20 sesiones X X X X X X X X X X X X
MAKES ME
FEEL
UNIDAD IX
TO GO OR 20 sesiones X X X X X X X X X X X X
NOT TO GO

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 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

UNIDAD X
10 sesiones X X X X X X X X X X X X X X X X
REVIEW II
N° DE VECES
QUE SE
0 0 0 0 0 1 0 0
DESARROLLA 10 05 09 05 08 07 06 10
9 8 9 8 4 0 9 6
LA
CAPACIDAD

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 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

UNIDAD/SITUACIÓN DURACIÓN PRODUCTO

CAMPOS TEMÁTICOS
SIGNIFICATIVA (en sesiones) S

Unidad I U 1 Buying and Selling

CHOICES TO MAKE 20 sesiones  Escucha diferentes mensajes de Diálogo
voz
La vida exige tomar
constantes decisiones pero  Compra productos
también ofrece distintas
 Identifica la idea principal e ideas
opciones a elegir.
secundarias en un texto
Inclinarse por una
alternativa puede ser un  Llamada telefónica: ofertas
tema de gustos y
preferencias.  Compra y venta de productos
Dramatización
Where did you get it? What  Compra y venta de productos
do you want? What do you  Gramática: Verbo To Be en
eat? Pasado
U 2 Healthy Eating
 Escucha un show radial
 Lee un artículo
 Habla sobre comida favorita
 Comida
 Dietas
 Show radial
 Gramática: Sustantivos: Count and
Non-Count Nouns and Quantifiers

Unidad II U 3 Getting Help

CAN YOU…? 20 sesiones  Da referencias sobre lugares Diálogo
Al relacionarnos con otros,  Pide ayuda Anuncio
creamos vínculos con
 Lee un artículo
distintas personas quienes
comparten con nosotros  Infiere información
distintas experiencias y nos
apoyan en diversas
 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

situaciones.  Lugares de la ciudad

Can you help me? What  Anuncio de empleo
sport do you practice?
 Gramática:
What’s the best sport?
 Presente Simple: Oraciones, Dramatización
Yes/No Questions, Wh- Questions
U 4 Sports
 Escucha un programa radial
 Identifica personas
 Lee un artículo
 Hace planes
 Habla sobre deportes
 Deportes
 Expresiones de tiempo
 Adjetivos
 Gramática: Comparación de
adjetivos

Unidad III U 5 Enjoy Your Meal!

TELL ME WHAT YOU 20 sesiones  Infiere mensaje Toma de notas
LIKE
 Lee un anuncio sobre ofertas Aviso
Cada individuo es único. clasificado
 Invitación a salir a comer
Son nuestros gustos,
opiniones, intereses y  Comida
talentos que nos hacen
diferentes a los demás. Es  Restaurante
importante expresar los  Gramática:Sustantivos: Count and
que sentimos, lo que nos Non-Count Nouns
motiva o nos impulsa para Diálogo
darnos a conocer a los U 6 Interesting People
otros.  Escucha una entrevista
Do you want to go to…?  Lee un articulo
Where did you go? Did you

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 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

like it? What do you like  Exprea su opinión

doing?
 Inventos
 Expresiones de tiempo en pasado
 Gramática: Pasado Simple: verbos
regulares e irregulares, Questions

Unidad IV U 7 Family Life

WHAT WE HAVE TO DO, 20 sesiones  Escucha una conversacion Diálogo
WE HAVE TO DO
 Lee un texto de ficción Historia
Las relaciones
 Pide permiso
interpersonales de dan en
cualquier ámbito: ya sea  Expresiones de tiempo
en el hogar o en el trabaja.
Aprendemos a  Familia
relacionarnos, entablar  Gramática: Presente Simple: Tag
conversaciones, trabajar Questions, Modals: Can Tarjeta portal
en equipo, hacernos cargo
de ciertas U 8 A Bad Day
responsabilidades, entre  Expresa sentimientos y emociones
otros
 Da órdenes
Can I…? What are your
obligations? Do you have  Describe obligaciones
to? May I…?  Sentimientos
 Preposiciones de lugar
 Obligaciones
 Gramática: Modals: Have to, May

Unidad V
REVIEW 10 sesiones REVIEW Mid-Term
En la convivencia
aprendemos a relacionarnos,
a asumir responsabilidades,
a expresar nuestros gustos,
 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

opiniones e intereses y a la
vez tenemos la posibilidad
de discernir por lo que más
nos agrade.

Where did you get it?

What’s the best sport? What
do you like doing? What are
your obligations?

Unidad VI U 9 Getting a Job

WHEN I GROW UP 20 sesiones  Escucha mensajes Dramatización
Pensar en el futuro, es  Lee una historia Hoja de
también pensar en un aplicación
 Entrevista de trabajo
desarrollo profesional, en
lo que nos quisieras  Expresiones de tiempo
convertir y cómo
lograríamos nuestras  Gramática: Modals: Be Able To,
metas. Gerunds: como “Objects” y
después de preposiciones
Es importante desarrollas
U 10 Business Matters Tarjeta postal
capacidades y actitudes
para alcanzar una  Escucha un mensaje de voz
realización personal.
 Lee una tarjeta postal
What are your future plans?
What do you do? What can  Sigue indicaciones
you do? Can we make an  Vocabulario relacionados al trabajo
appointment for…?
 Profesiones
 Gramática: Errores comunes:
Preposiciones después de verbos y
adjetivos.

Unidad VII U 11 Planning a Vacation

TIME OUT 20 sesiones  Habla sobre planes Dramatización
Las personas necesitan de
 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

tiempo libre para  Lee un anuncio de viajes

relajarse, pasar tiempo con
 Vacaciones
los seres queridos, hacer
una pausa al trabajo, entre  Agencia de viajes
otros. Es un tiempo en el
cual nos sentimos bien y lo  Gramática: Modals: Should,
Infinitives y Gerunds después de Diálogo
podemos disfrutar con
otros. verbos
Anuncio
U 12 Eating Out clasificado
Where should we go? How
do you plan your vacations?  Escucha un anuncio de radio
Do you like ging to…?
 Lee un anuncio sobre servicio de
catering
 Expresa preferencias
 Restaurantes
 Lugares de entretenimiento
 Gramática: Pasado progresivo vs
simple, Adverbios de comparación.

Unidad VIII U 13 Traveling Abroad

HOW IT MAKES ME 20 sesiones  Escucha mensajes de voz Diálogo
FEEL
 Lee una experiencia de vida
La vida está llena de
 Pide y da referencias sobre lugares
experiencias que hacen
sentir diferentes  Viaje
emociones, ya sean
positivas o negativas. Estas  Aeropuerto
experiencias pueden ser  Gramática: Formas de adverbios,
compartidas o vividas Futuro: Will vs. Going To y en Dramatización
personalmente. oraciones en Presente
Telenovela
Where did you go? What U 14 Emotions
was happening in that place?
When are you coming back?  Observa una telenovela
How does it make you feel?  Lee una experiencia de vida
What should I do?
 Pide o brinda consejos

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NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

 Expresa emociones
 Sentimientos y emociones
 Gramática: Pasado progresivo

Unidad IX U 15 Making Excuses

TO GO OR NOT TO GO 20 sesiones  Escucha mensajes de voz Carta
Constantemente estamos  Lee un texto de ficción
eligiendo, ya sea para
 Acepta o rechaza invitaciones
aceptar o rechazar una
invitación, decidir a cual  Pedir disculpas
lugar ir, adquirir algún
producto que necesitamos,  Promesas
entre otros.  Invitaciones
Why can’t you go? Why  Gramática: Infinitves después de
didn’t you…? Where are adjetivos y objetivos, Gerunds
you going? Do you enjoy como sujetos Dramatización
flying? What time do you
leave at? U 16 Tickets, Please!
 Observa un video
 Lee un artículo
 Compra boletos
 Gramática: Gerunds vs Infinitives,
Oraciones impersonales.

Unidad X
REVIEW 10 sesiones REVIEW Final Exam
Cada día tomamos
decisiones que nos hacen
experimentar diferentes
emociones, compartiendo
experiencias tanto positivas
como negativas.
What are your future plans?
Where should we go? How
does it make you feel? Why

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 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

can’t you go?

VÍNCULO CON OTROS APRENDIZAJES (por unidad de ser pertinente)

La Unidad Didáctica I “Choices to make” se enlaza con el área “Educación para el Trabajo” ya que
genera en los alumnos la capacidad de identificar las necesidades del mercado y oportunidades para
ofrecer servicios; ello desarrolla la capacidad “Gestión de procesos” en el estudiante.

La Unidad Didáctica II “Can you…?” está vinculada con el componente de “Cultura Física y Salud” del
área “Educación Física” al promover la actividad física como una práctica consciente y beneficiosa para la
salud.
La Unidad Didáctica III “Tell me what you like” brinda espacios en donde los estudiantes toman
conciencia sobre la importancia de expresar por escrito lo comunicar alguna necesidad que pueda emerger
en la vida cotidiana, como refiere la capacidad “Producción de textos” del área “Comunicación”

La Unidad Didáctica IV “What we have to do, we have to do” permite la interacción con los demás
que supone el establecimiento de vínculos y el desarrollo de relaciones de intercambio y afecto: mediante
lo cual se busca potenciar la capacidad de “Relaciones Interpersonales” del área “Persona, Familia y
Relaciones Humanas”
La Unidad Didáctica VI “When I grow up” se relaciona con el área “Educación para el Trabajo” al
desarrollar en los estudiantes capacidades y actitudes productivas, emprendedoras y empresariales para
ejecutar actividades laborales en el sector.
La Unidad Didáctica VII “Time out” está conectada con la capacidad “Expresión y comprensión oral”
del área “Comunicación” motivando al alumno a entablar diálogo en el aula, cumpliendo el papel de
emisor y receptor.
La Unidad Didáctica VIII “How it makes me feel” está orientada al desarrollo emocional de la persona
humana. La conexión con el área “Persona, Familia y Relaciones Humanas” y esta unidad, favorecerá el
desarrollo afectivo del adolescente.
La Unidad Didáctica IX “To go or not to go” enfrenta al estudiante a tomar una decisión para adquirir
servicios. La capacidad de “Resolución de Problemas” prepara al estudiante para evaluar sus opciones y
elegir la mejor alternativa; además, se pondrá en práctica el componente de “Número, relaciones y
funciones” del parea “Matemáticas” ante la manipulación de símbolos matemáticos para la compra y
venta de productos.
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NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

MATERIALES Y RECURSOS
PARA EL DOCENTE:
 Mapa de Progreso
 Matriz de contenidos
 Guía del docente (Teacher´s Guide)
 Guía docente EDO (Teacher´s Book)
 Guía para uso del sistema EDO (Teacher Management System (TMS)
 Cuaderno de trabajo (Workbook)
 Cuaderno de trabajo con respuestas (Workbook Answer Key)
 Computadora portátil
 Separatas
 Pizarra
 Marco Común Europeo de Referencia para las lenguas
 RSG N°2060-2014-MINEDU Lineamientos para la implementación de la enseñanza del Idioma
Inglés en las Instituciones Educativas Públicas de Educación Básica Regular
PARA EL ESTUDIANTE:
 Cuaderno de trabajo (Workbook)
 Software English Discoveries Offline
 Computadora portátil
 Audífonos y micrófonos

Cajamarca, March 2017

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NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

DIDACT
UNIT

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 NATIONAL UNIVERSITY OF CAJAMARCA
NORTH OF THE PERUVIAN UNIVERSITY
EDUCATION FACULTY

DIDACTIC UNIT 01
GENERAL INFORMATION

1. I.E :San Ramón”

2. Área :Inglés
3. Nivel : A2
4. Grado y Secciones : 3° N, M ;4° K,L; 5° J
5. Inicio : 13/0/17
6. Término : 07/04/17
7. Nº de sesiones : 20
8. Tiempo : 20 Horas
9. Sub-director : Ruiz Briones, Carlos.
11. Profesora : Tania J. Olano Araujo

TITLE: CHOICES TO MAKE

SIGNIFICANT SITUATION

Life requires constant decisions but also offers different options to choose from. Leaning for an
alternative can be a matter of likes and preferences.

Where did you get it? What do you want? What do you eat?

I. EXPECTED LEARNING:
COMPETENCIA CAPACIDAD INDICADORES

Reconoce la intención  Reconoce la intención del emisor en un

del interlocutor. texto oral.
Identifica ideas principales  Identifica información específica en un
Comprende y secundarias. texto.
textos orales
Comprende el contenido del  Reconoce vocabulario específico en
texto escuchado. diferentes textos orales.
Expresa con claridad ideas,  Utiliza expresiones léxicas básicas para
sentimientos y hechos. darse a entender.

Se expresa Interactúa para solicitar o  Intercambia información oportuna con su

oralmente brindar información. interlocutor.

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EDUCATION FACULTY

Utiliza estratégicamente  Interactúa utilizando expresiones o

variados recursos expresivos. estructuras simples.
Identifica ideas principales  Identifica información específica en un
Comprende y secundarias. texto.
textos escritos Utiliza la información leída
 Clasifica palabras según categorías.
para fines específicos.
Elabora textos escritos utilizando  Utiliza diversas estructuras gramaticales
Produce textos
la teoría gramatical y el léxico y lexicales según la situación
escritos Comunicativa.
apropiado.

II. CAMPO TEMÁTICO

FUNCTION GRAMMAR VOCABULARY

Unit 1 Buying and Selling

 Da y brinda
información personal Verbo To Be en Pasado Llamada telefónica: ofertas
 Identifica y utiliza un Compra y venta de
vocabulario relacionado productos
a la compra y venta de
productos
 Compra
diferentes
productos

Unit 2 Healthy Eating

 Identifica el mensaje de Sustantivos: Comida

un show radial Contables e Dietas
 Identifica la idea principal Incontables Show radial
e ideas secundarias de un Cuantificadores
artículo
 Expresa sus gustos y
disgustos por la comida
 Pregunta sobre sus
preferencias en comidas.

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III.- IMPORTANT PRODUCTS:

Responding to the significant situation we will have as a result the products: dialogue and
dramatization. All this will be achieved in 20 sessions of one pedagogical hour.
IV. EVALUACIÓN

EVALUACIÓN
SITUACIÓN DE
COMPETENCIAS CAPACIDADES INDICADORES
EVALUACIÓN

Unit 1  Comprende  Reconoce  Comprende información

Buying and Selling textos orales la intención relacionada a compras.
Shopping del  Reconoce la intención del
Phone Sales interlocutor emisor en una llamada
 Comprensión oral . telefónica.
 Reconoce el lenguaje
 Comprende el
apropiado que utiliza un
contenido del
mensaje de voz.
texto escuchado.

Wrong Color
Life on my Street  Comprende  Identifica  Identifica la idea principal y
 Comprensión textos escritos ideas detalles de una historia.
principales y  Utiliza las expresiones de
de textos  Se secundarias. tiempo e información de una
 Expresión oral expresa  Utiliza historia para
oralmente información leída entender su secuencia
para fines lógica.
específicos.  Intercambia información
 Interactúa para oportuna con su
solicitar o interlocutor para expresar
brindar sus
información. gustos.

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Dress From Paris

Wrong Number  Se  Expresa con  Utiliza expresiones léxicas
 Expresión oral expresa claridad básicas para participar en un
oralmente ideas, diálogo dando o recibiendo
sentimientos cumplidos.
y hechos.  Reconoce la intención del
emisor dando la información
correcta sobre números
 Reconoce la telefónicos.
intención del
interlocutor.

Review  Produce  Elabora textos  Aplica la estructura gramatical

Piece of Cake textos escritos del pasado simple.
 Producción escritos utilizando la
teoría gramatical  Intercambia información
de textos oportuna con su interlocutor
 Se y el léxico
expresa apropiado. para ofrecer o aceptar un
 Expresión oral
oralmente  Interactúa para ofrecimiento.
solicitar o
brindar
información.

Nouns: Non-  Produce  Elabora textos  Utiliza sustantivos

Count, Count textos escritos correctamente y en diversas
Nouns and escritos utilizando la situaciones
Quantifiers teoría gramatical comunicativas.
Review y el léxico  Aplica la estructura gramatical
 Producción apropiado. de cuantificadores.
de textos.

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V. RECURSOS Y MATERIALES EDUCATIVOS

PARA EL DOCENTE
- Programación anual

- Software EDO
- Cuaderno de trabajo (Workbook EDO)
- Hojas de aplicación (handouts)
- Realia
- Flashcards
- Scope and Sequence A1
- Teacher´s guide (Guía del docente)
- Teacher´s book (Guía del docente EDO)
- Teacher Management System TMS (Guía para el uso del Sistema EDO)
- Cuaderno de trabajo –Respuestas (Answer key –Workbook)
- Páginas web de Internet
- Equipos audiovisuales (sólo si fuera posible en las clases presenciales)
- Marco Común Europeo de Referencia para las Lenguas.
PARA EL ESTUDIANTE:
- Software EDO

- Computadora portátil (Laptop)

- Audífonos y micrófono

- Cuaderno de trabajo (Workbook EDO)

- Diccionario inglés - español

- Útiles de escritorio: cuaderno, lapicero, regla, colores, tajador, lápiz, plumones.

Cajamarca, marzo 2017

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LEARNING
SESSION 1

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LEARNING
SESSION 2

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LEARNING
SESSION 3

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LEARNING
SESSION 4

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LEARNING
SESSION 5

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LEARNING
SESSION 6

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LEARNING
SESSION 7

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LEARNING
SESSION 8

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LEARNING
SESSION 9

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LEARNING
SESSION 10

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LEARNING
SESSION 11

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LEARNING
SESSION 12

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CONCLUSION

In the development of this professional practice, I have learned to develop my skills as a

teacher, applying all the knowledge acquired throughout these five years of university
study.
Being in charge of twelve groups was an important experience for my professional life,
because I learned to correct some flaws and improve my skills. I noticed that I have a lot of
potential for teaching, because I have the virtues of enthusiasm, responsibility and the
desire to improve the academic level of my students.
This professional practice helps us to value the teaching work and understand that as future
education professionals we have a great responsibility for society.
In addition to this, I am infinitely grateful for the support provided by my teachers, since,
without their help and guidance, my work could not have been carried out successfully.

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ANNEXES

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