ENGLISH LESSON N° 05

Lesson title: “Let’s eat some traditional Peruvian food”

ACTIVITY 2: Our healthy lifestyle!
Learning experience E.L N° 05 Date: 31 Oct, 3 and 7 Nov
(Unit) N°05
Cycle: VII Grade and section: 4° A, E and F Level: A1

Hours: 3h

Teacher Lilliam Jeanelle Gómez Coveñas

Lesson objective: Inferimos e interpretamos información para describir estilos de vida
referente a nuestras rutinas, comidas y bebidas típicas de nuestra
comunidad y las diferenciamos si son saludables o no, usando el presente
simple.

1. LEARNING PURPOSES AND EVIDENCES

COMPETENCIA/CAPACIDAD DESEMPEÑOS CRITERIOS DE Evidencias del
EVALUACIÓN aprendizaje
LEE DIVERSOS TIPOS DE  Identifica
TEXTOS EN INGLÉS COMO  Identifica información información
explícita, relevante y explicita, relevante y Describing my
LENGUA EXTRANJERA
complementaria complementaria de lifestyle
CAPACIDAD: distinguiendo detalles textos donde se
dispersos en el texto que describe los estilos
de vida de Diana y Técnicas e instrumento
 Obtiene información contienen algunos
de evaluación.
del texto escrito. elementos complejos en Adriana,
su estructura presente comparando si son o
Checklist
simple (affirmative, no saludables.
interrogative and  Identifica la
negative form) y gramática del
vocabulario cotidiano presente simple en
(healthy food, unhealthy sus tres formas a
food, healthy habits and partir del texto que
unhealthy habits), en lee.
diversos tipos de textos  Deduce el
escritos en inglés. significado de
palabras, frases y
 Infiere e interpreta
Distingue lo relevante de expresiones de
información del texto  estilos de vida
lo complementario
escrito. saludables y no
clasificando y sintetizando
la información sobre saludables.
 Logra establecer
estilos de vida sobre
Diana y Adriana y si estos relación entre un
son saludables o no, estilo de vida
vinculando el texto con su saludable y no
experiencia para construir saludable a partir
el sentido del texto escrito de la información
 en inglés, y relacionándolo del texto que lee,
con su experiencia y sus utilizando el
conocimientos, y con vocabulario y las
otros textos y lenguajes. estructuras
adecuadas en
inglés.
 Describe su estilo
de vida referente a
rutinas, comidas y
bebidas típicas de
su comunidad y las
diferencia si son
saludables o no,
usando el presente
simple.

ENFOQUE TRANSVERSAL ACCIONES OBSERVABLES

Enfoque Orientación al bien común.
Valor: responsabilidad  Las estudiantes muestran disposición para promover
responsablemente prácticas de cuidado de la salud y
bienestar común, así como la preservación de la
alimentación saludable.

2. LESSON SEQUENCING
SEQUENCE ACTIVITIES/TASKS RESOURCES TIME
AND
MATERIALS
BEGINNING
 The teacher greets the students and asks them how  Laptop 15’
they are today. Likewise, she reminds them to respect  Projector
the rules of coexistence. Also, the teacher presents the
competence and the capacity to learn.

 The teacher presents some pictures and asks the

following questions:

 What do they do in picture number 1?

 What do they do in picture number 2?
 What do they do in picture number 3?
 What does she do in picture number 4?
 What does he do in picture number 5?

 The students answer the questions through a

brainstorming.

 The teacher congratulates them for their participation.

 The teacher presents the title of the activity 2: “Our

healthy lifestyle!”, the purpose of the lesson which is:
Infer and interpret information to describe lifestyles
regarding your routines, typical food and drink of your
community and differentiate whether they are healthy
 or not, using the present simple and the checklist. She
asks for volunteers to read the purpose and evaluation
criteria and she asks them to explain in their own words
what they understood from what they read.
 Likewise, the teacher asks the following questions:

a.- What healthy routines do you usually do? Why?

b.- How often do you…..?

 The students reflect and answer voluntarily and the

teacher congratulates them for their participation.

DEVELOPING 95’
 The teacher teaches the present simple in its three  Laptop
forms (affirmative, negative and interrogative) and the  Projector
rules used in the third person.  Worksheet
 Markers
 Board
 Likewise, she makes some sentences and asks them to
identify the subject and the verb. After that, she asks
them to create sentences based on that.

 The teacher asks the students to solve sentences using

the present simple and then she congratulates them for
their participation.

 The teacher teaches the present simple using adverbs

of frequency and asks the students to make some
sentences.

 The teacher congratulates them for their participation.

 Also, she presents some exercises where the students

have to order sentences in the present tense.

 The teacher asks for volunteers, reviews and provides

feedback to the students if it is necessary.

 The teacher presents more exercises and the students

complete the sentences using the correct form of the
adverbs of frequency.

 The teacher asks for volunteers, reviews and provides

feedback to the students if it is necessary.

 The teacher congratulates them for their participation.

 The teacher presents and explains the third exercise

and the students have to write the auxiliary DO - DOES
in the interrogative sentences as appropriate. Likewise,
the students order the interrogative sentences. Here,
the teacher teaches the pronunciation of the
 interrogative sentences (intonation).

 The teacher asks for volunteers, reviews and provides

feedback to the students if it is necessary.

 The teacher gives them a worksheet with activities

related to the topic worked on.

 The teacher explains the worksheet and the students

read Diana and Adriana's story about their habits and
answer different questions.

 The students complete the information with T or F

according to the texts they read.

 The students find the information in the texts and

complete a chart.

 The teacher asks for volunteers, reviews and provides

feedback to the students if it is necessary. Also, she
congratulates them.

 The students continue developing their exercises by

writing sentences about their healthy habits. Taking
into account the images and the structure taught.

 Students select the correct option and fill in the blanks

with affirmative sentences using the present simple.

 The teacher asks for volunteers, reviews and provides

feedback to the students if it is necessary. Also, she
congratulates them.

 The students complete sentences with the auxiliary

DON’T – DOESN’T as appropriate.
 The students rewrite sentences in negative form.

 The students complete the sentences with the auxiliary

DO – DOES.
 Students rewrite sentences in interrogative form.

 The students answer the sentences in short form

according to the symbol observed.

 The teacher asks for volunteers, reviews and provides

feedback to the students if it is necessary. Also, she
congratulates them.

CLOSING  The teacher indicates that as final activity they will have  Notebook 25’
 to describe lifestyles referring to routines, foods and  Pen
typical drinks of their region and express if they are
healthy or not, using the present simple. Also, the
teacher tells them that the model to follow is “Diana’s
and Adriana’s habits”.

 The students present their first draft to the teacher.

 The teacher congratulates them for their participation

and gives them the necessary feedback.

 Finally, the teacher asks metacognition through the

following questions:

 ¿Qué aprendí hoy?

 ¿Cómo lo aprendí?
 ¿Para qué me servirá lo aprendido?

 The teacher congratulates the students for their

participation.

ASSESSMENT TOOL: Checklist

SLIDES USED IN THE PRESENTATION: