INSTITUTO DE EDUCACIÓN SUPERIOR PEDAGÓGICO PÚBLICO

“MONSEÑOR FRANCISCO GONZALES BURGA” FEREÑAFE

CÓDIGO MODULAR N°1157916

SESION DE APRENDIZAJE Nª 9

I. DATOS INFORMATIVOS
1. Institución : IESPP” Monseñor Francisco Gonzales Burga”
2. Carrera : Primaria
3. Ciclo : VI
4. Área Curricular : Ingles
5. Semestre Académico : 2016-II
6. Horas :2
7. Duración : 50 min la hora
8. Inicio : 8:00 h
9. Termino : 9:40
10. Docente : Luz Magaly Sandoval Querebalu
11. Fecha : Ferreñafe ,17-24 de octubre 2016
II. INFORMACION DE LA SESION
2.1. Contenido Transversal:
a. Lengua Materna lee y escribe textos en inglés, establece el dialogo entre
estudiantes, estudiante –docente.
b. Investigación Científica: Analiza y Sistematiza información sobre temas
relacionados con el área.
2.2. Valores y Actitudes

VALORES ACTITUD
Responsabilidad Se esfuerza por asistir a las clases programadas.
Presenta oportunamente sus trabajos e informes encargados
Se esfuerza por presentar sus trabajos en forma ordenada y presentables
Respetarse a sí mismo y a los demás
Solidaridad Colabora con sus compañeros durante la ejecución la clase
Asume la responsabilidad del compañero no está presente
2.3. Denominación de la sesión:

Talking about the future

III. PROCESOS DIDACTICOS
MOMENTOS

ESTRATEGIA DIDACTICA RECURSOS TIEMPO

Introduction In this simple lesson you will allow students chance to speak freely Smart board,
about different aspects of their future life while guiding them (with their help) markers, ,
INICIO

to the best available grammar forms in order to do so. It is intended as a revision flascards,
hour, maybe useful ahead of a programme of study involving the future forms
cards, web.
in which you introduce new language beyond that they will have learned at A2.
  Start the lesson off by asking some questions with 'will' and 'going to'. Be sure to mix Smart board,
the questions up. For example:
markers, ,
What do you think will happen at school tomorrow?
What are you going to do after school today? flascards,
What will you do if you don't understand this lesson? cards, web.
Where are you going to travel on your next vacation?
Ask students to reflect on the questions you asked. Which forms did you use? Can they
explain why?
Pass out the dialog and ask the students to read through and answer the questions.
As a group, correct the questions and ask students to explain why certain questions
used 'will' and others 'going to'. A further possibility is to ask students to highlight the
sections of the dialog that used 'will' and those that used 'going to'. Ask them to explain
why.
Have students write out answers to the question sheet. Go around the room to help
individual students are answering using the correct form
Matching functions to grammar As they are talking, I quickly draw a simple diagram on
the board representing the four main forms of the future that B1 students are familiar
with,
As they are talking, I quickly draw a simple diagram on the board representing the four
main forms of the future that B1 students are familiar with,

Present Simple Going to + infinitive

Present Continuous Will + infinitive

CONSTRUCCION DEL CONOCIMIENTO

 Optional homework - Ask students to prepare a short paragraph on their future plans
for study, hobbies, marriage, etc. (Use of 'going to'). Ask them to write out a few
predictions about the future of their lives, the country, the current political party, etc.
(future with 'will')
Exercise 1: Dialog - The Party
Martha: What horrible weather today. I'd love to go out, but I think it will just continue
raining.
Jane: Oh, I don't know. Perhaps the sun will come out later this afternoon.
Martha: I hope you're right. Listen, I'm going to have a party this Saturday. Would you
like to come?
Jane: Oh, I'd love to come. Thank you for inviting me. Who's going to come to the
party?
Martha: Well, a number of people haven't told me yet. But, Peter and Mark are going
to help out with the cooking!
Jane: Hey, I'll help, too!
Martha: Would you? That would be great!
Jane: I'll make lasagna!
Martha: That sounds delicious! I know my Italian cousins are going to be there. I'm sure
they'll love it.
Jane: Italians? Maybe I'll bake a cake...
Martha: No, no. They're not like that. They'll love it.
Jane: Well, if you say so... Is there going be a theme for the party?
Martha: No, I don't think so. Just a chance to get together and have fun.
Jane: I'm sure it'll be lots of fun.
Martha: But I'm going to hire a clown!
Jane: A clown! You're kidding me.
Martha: No, no. As I child, I always wanted a clown. Now, I'm going to have a clown at
my own party.
Jane: I'm sure everyone will have a good laugh.
Martha: That's the plan!
Follow-up Questions
What do they think about the weather?
What does Martha have to share?
What are Peter and Mark going to do?
What does Jane offer to do?
How does Jane react to the news about the Italian cousins?
What special plan is there?
Why does Martha want a clown?
Does Martha know exactly how many people are going to come? If yes, how many. If
not, why not?
How does Jane think people will react to the clown?
  Is there a theme for the party?


Exercise 2: Questions
Tell me about your future plans for work or study.
What important event do you think will happen soon?
CIERRE

Your friend needs some help with some homework. What do you say?
Tell me about your plans for this coming summer.
Complete these sentence: If I don't understand this exercise ...
What do you think future English lessons will be about?

IV EVALUACION DE LOS APRENDIZAJES

DIMENSIONES/ ROLES CRITERIOS DE DESEMPEÑO INDICADORES INSTRUMENTOS

SABER DE AREA DE EVALUACION
PERSONAL/ Facilitador Demuestra tolerancia y Elabora distintos tipos de Lista de cotejo
SABER SER. respeto a las diversas ideas, textos teniendo en cuenta
opiniones de los estudiantes la coherencia y una
de la especialidad de Ciencia correcta estructura
Tecnología y Ambiente. gramatical.

Expresa de forma oral y

escrita acerca de sus
planes a futuro y elabora
preguntas con where,
when and, what.

PROFESIONAL investigador Selecciona y diseña Diseña una agenda con Lista de cotejo
PEDAGÓGICA/ creativamente recursos y las actividades que hará o
SABER PENSAR espacios educativos en los planes que tienes para
un futuro cercano.
función a los contenidos del
Elabora distintos tipos de
área, aprendizajes previstos
textos teniendo en
y a las características de los
cuenta la coherencia y
estudiantes.
una correcta estructura
gramatical.

SOCIO Promotor Respeta el pensamiento Aprecia la importancia de Lista de cotejo

COMUNITARIA divergente y valora la la comunicación para
SABER CONVIVIR/ interculturalidad.
entablar conversaciones y
SABER HACER
compartir planes con los
demás
 Practica diversos diálogos
con entonación y
pronunciación adecuada.

V REFERENCIA BIBLIOGRAFICAS

 Abbs Brian, Barker Chris, Freebairn and Reylly Stella (2003). Postcards 1. White
Plains:Pearson Education, Inc.
 Harmer Jeremy (1998). Teach English. Edinburgh Gate: Pearson Education Limited.
 Harmer Jeremy (2001). English Language Teaching. Edinburgh Gate: Pearson
Education Limited.
 Nunan David (1995). Language Teaching Methodology. London: Prentice Hall
 International.
 Richards Jack C. (2007). Interchange. New York: Cambridge University Press.
 Richards Jack C., Hull Jonathan and Proctor Susan (1997). New Interchange.
 Cambridge: Cambridge University Press.
 Saslow Joan and Ascher Allen (2006). Top Notch 3. White Plains: Pearson Education,
 Inc.
 Saslow Joan and Ascher Allen (2011) Top Notch 2. White Plains: Pearson Education,
 Inc.
 Saslow Joan and Ascher Allen (2012) Summit 1. White Plains: Pearson Education, Inc.
 Sikorzynska Anna (2001). Opportunities. England: Aldridge Press.
 Soars Liz and Soars John (2000). New Headway Elementary. Oxford: Oxford
University Press.