UNIT 1: GETTING TO KNOW ABOUT THE IB PROGRAM

SESIÓN DE APRENDIZAJE N° 01

I. DATOS INFORMATIVOS

1.1 Colegio de Alto Rendimiento : CUSCO

1.2 Área curricular
1.3 Horas pedagógicas de la sesión
1.4 Fecha
1.5 Grado y sección
1.6 Profesor(es)
: Lengua B
: 08
: 18 de marzo al 22 de marzo
: 4° A,B,C,D
: Leidiluz Yeni Aparicio Arcondo
Roberto Carlos Palomino Bustamante

II. VÍNCULO CON LOS COMPONENTES DEL PROGRAMA DEL DIPLOMA Y EL PROYECTO INTERDISCIPLINARIO

X Competencias transversales X Proyecto interdisciplinario

X Principios pedagógicos X Vínculo con TDC
X Mentalidad Internacional X Monografía
X Creatividad acción y servicio X Interculturalidad
- Todas las competencias transversales.
- Todos los principios pedagógicos.
- Mentalidad internacional: recurso de la situación significativa.
- CAS: Enfoques transversales: Gestiona su aprendizaje de manera autónoma.
- TOK: ¿Que habilidades son necesarias para sobrellevar una situacion de riesgo?
- EE: Indagación y organización del pensamiento para consolidar argumentos.
- Los enfoques transversales se dirigen a promover la interculturalidad.

III. SITUACIÓN SIGNIFICATIVA

 “GETTING TO KNOW ABOUT THE IB PROGRAM”
Fourth grade students need to understand the nature and requirements of the IB program within the english area. As the students are to
acquire information about the internal and external assessment, they also will reflect about the importance of learning from people’s past
experiences, as well as, preserving native languages while learning a second language, the question for students to answer will be: What is
the impact of learning a second language within the IB program considering my cultural background? Obtaining as product an interview
about the importance of preserving native languages.

IV. PROPÓSITO Y EVIDENCIAS DE APRENDIZAJE

Competencias y Desempeños Campo temático Evidencias

capacidades del área
curricular
● Se comunica ● Identifica con facilidad información oral específica concerniente a un tema EXPERIENCES: -Work in pairs:
oralmente en específico de interés común como: instrucciones o recomendaciones ya sea Life stories exchanging
inglés como en diálogos o en descripciones monológicas de duración intermedia, referida a personal stories
lengua extranjera una amplitud de temas familiares. (*outcome)
● Participa activamente de la interacción comunicativa al escuchar con atención
a su interlocutor y emplea expresiones adecuadas para solicitar se repita del -Listening about
a radio
mensaje si fuera necesario o responder demostrando que es capaz de
interview with
interactuar o responder al tema de conversación familiares.
survival expert
● Participa en diversas situaciones comunicativas alternando los roles de (*outcome)
hablante y oyente para preguntar, responder, aclarar, contrastar, y para
complementar ideas, hacer comentarios relevantes, adaptar sus respuestas a -Listening about
las necesidades del interlocutor en inglés, con vocabulario variado y a true story
pertinente. Respeta las normas y modos de cortesía según el contexto. about Yossy
through the
jungle of Bolivia.
Escribe diversos ● Utiliza un rango intermedio de vocabulario y estructuras gramaticales EXPERIENCES: -Write a short
tipos de textos en adecuadas para expresar sus ideas, y redactar la información pertinente a un Life stories true story.
inglés como lengua tema específico en el texto escrito.
extranjera. ● Utiliza conectores y puntuación eficazmente para hacer que la comunicación
escrita sea coherente y cohesionada, considerando que la escritura difiere en
gran medida de la producción oral

Competencias y capacidades transversales Desempeños

● Se desenvuelve en entornos virtuales generados por las TIC. ● Clasifica y organiza la información obtenida de acuerdo con criterios
establecidos y cita las fuentes en forma apropiada con eficiencia y
efectividad.

● Gestiona su aprendizaje de manera autónoma. ● Organiza un conjunto de acciones en función del tiempo y de los
recursos de que dispone para lograr las metas de aprendizaje, para lo
cual establece un orden y una prioridad en las acciones de manera
secuenciada y articulada

● Construye su conocimiento a partir del uso de la investigación
continúa.
● Relaciona sus conocimientos previos con el conocimiento de estudio y
el conocimiento a indagar.
● Analiza las fuentes de información para establecer su relación y valor
para la investigación.
● Analiza las fuentes de información para establecer su relación y
confiabilidad para la investigación.

Enfoques transversales Acciones o actitudes observables

Derechos Participación reflexiva acerca de los derechos que tenemos las personas a ser respetadas a vivir en paz.

Bienestar Común Participación reflexiva acerca de la sensibilización con respecto a detener el abuso.

V. DESARROLLO DE LA SESIÓN DE CLASE:

 Day Learning plan Time Tools &
materials

01 IDENTITIES: Language and identity Images

-A story of survival (PIT 4E) Markers
--------------------------------------------------- whiteboard
10’ Life Books
18/03/19 *Introduction: Welcoming activity and brief intro to the IB program PPP
5’ Projector
1. Contextualization: presentation of a local and a foreign magazine images, impressions and expectations for
today’s lesson will be inquired.
5’
2. Essential question: What kind of information do we get from magazines? When you read these, is it always
bad news? are there any good news with happy endings? Mention some... 5’
3. Inquiry: Ss in pairs, talk about getting lost at the sea. They are to discuss ways to overcome this situation
and factors that will help or diminish their opportunities to survive. 10’
4. Elicitation & reflection: Voluntarily, ss intervene providing a summary of the concluding statements to the
class.
10’
5. Practical activity: Ss read “Boys survive 50 days lost at the sea” (Life Pre intermediate, pg. 53) and make a
list of the adverbs used within the reading.
30’
After, ss compose more interesting sentences by adding adverbs to given sentences (Life PIT. 5, pg. 53). Lastly,
ss in groups of three are to write a short true story (EVIDENCE) about something they read in the newspaper
responding to: where, what, who, what was the ending? and if it had a happy or sad ending?. The writing task
need to include adverbs such as: eventually, incredibly, fortunately, and/or unfortunately. 10’
6. Socialization of outputs: Groups read their stories voluntarily.
5’
7. Analysis, evaluation and reflection: Ss reflect about the stories presented and how these include: the
location, the people, the weather, the situation, and some might have happy or sad endings. 5’
8. Comparison of results: Ss listen a news report https://breakingnewsenglish.com/1903/190308-kylie-jenner-
a.html and answer orally to: what, who, happy or sad ending. 5’
9. Metacognitive analysis: Ss respond to: What have I learned today? How can I use this knowledge in life?
 02 IDENTITIES: Language and identity Images
-The survivors (PIT 4B) Markers
--------------------------------------------------- whiteboard
Life Books
1. Contextualization: Ss take part of the activity “personality traits”, activity in which the ss get to think about a
19/03/19 5’ PPP
word to describe their personality, to later mention it as they get to catch a ball thrown by a classmate.
Projector
2. Essential question: As ss are shown a video “This man survived a night at the top of Mt. Everest”
https://www.youtube.com/watch?v=vclEF4MN3Z0, after they are to respond to the following questions: How 10’
dangerous is the situation shown on the video? What kind of people do this?
3. Inquiry: Ss, in pairs, talk about the kind of personal qualities that someone need in order to perform this 5’
activity.
4. Elicitation & reflection: Ss are shown a list of personal qualities related to the topic: “survivors” so they can 5’
compare their ideas and get examples of some more.
5. Practical activity: Ss read “sentences and comments about the kind of expedition shown and match with the 30’
adjectives given: ambitious, careful, decisive…
After, ss work exercise 3 from the Life book (Pre intermediate, pg. 48) about the personal qualities different
professionals need and why, example: a teacher needs to be patient because…
Ss listen to part of a radio interview with survival expert Doctor Weisz and work activity 4 and 5 (Life PIT, pg.48)
(OUTCOME). Ss listen to a true story about Yossy through the jungle of Bolivia (Life PIT WRK, exer. 1, pg.33).
5’
6. Socialization of outputs: In pairs, ss check their answers and then T confirms.
15’
7. Analysis, evaluation and reflection: Ss reflect about the personal qualities survivors had to show (innate or
force due to the situation) and ask themselves about situation in which they needed to be decisive, experienced
or careful.
8. Comparison of results: Ss think of three real or special events and formulate them orally as on the sample 10’
given: I was climbing a wall when I broke my arm.
5’
9. Metacognitive analysis: Ss respond to: How difficult? How can I use this knowledge in life?
03 IDENTITIES: Language and identity Images
-Survival stories (PIT-WK 4C) Markers
20/03/19 -Telling stories (PIT-WK 4D) whiteboard
-A story of survival (PIT-WK 4E) Life Books
--------------------------------------------------- PPP
1. Contextualization: Ss take part of the activity “composing words”, activity in which the ss receive letters to 10’ Projector
form an adjective or a noun as groups of four. Example: determined/ intelligence (PIT-WB 4b pag. 30)
2. Essential question: Ss watch a video (up to minute 7) “No Mercy At Sea |” 10’
https://www.youtube.com/watch?v=WfOX7eQtD-w, after they are respond to: If you were in a similar situation,
what would you have done differently?
3. Inquiry: Ss talk and discuss their answer to the question with the classmate next to them. 5’

4. Elicitation & reflection: Ss listen to an audio (Life PIT- WRK, exercise 2, pg. 32) about ”Daniel Fanning, a 5’
leader of the expedition through the rainforest” for ss to figure out which topics he talks about, from which they
elicit the key word: surviving!!!!
5. Practical activity: Ss listen to the first audio for a second time and answer information questions about it. 35’
Ss listen to a true story about Yossy through the jungle of Bolivia and number the events described in the
correct order (Life PIT- WRK, exercise 1, pg. 33) (EVIDENCE). After ss listen again to the audio and complete
the missing words in the story (exercise 2, pg. 33).
Ss listen to people as either responding surprised or interested to later label these accordingly (exe. 4a, pg. 33).
Ss review the past tense of regular of irregular verbs to later read about two adventurers and complete the text
with the simple form of the verb (Life PIT, exercise 2, pg. 56).
6. Socialization of outputs: Ss get to exchange their writings, correct spelling, rate it as interesting from 1 to 5,
and label it as “a happy ending story” or “a sad ending survival story”.
10’
7. Analysis, evaluation and reflection: As ss are given back their writings, they analyze the reasons for which
their writing was given a specific score. 5’
8. Comparison of results: Ss are shown images related to unique situations to which ss are to respond only
with: -Oh no!- Why -Wow -That was lucky! or -That was a good idea.
5’
9. Metacognitive analysis: Ss respond to: How difficult was to write? How do I feel about the writing process?
How can I improve my writing product?
5’
 04 IDENTITIES: Language and identity Images
21/03/19 -Alaskan ice climbing (PIT 4F) Markers
-A happy ending (PIT 4D) whiteboard
--------------------------------------------------- Life Books
PPP
1. Contextualization: Ss are to observe an image of a woman climbing an ice wall.
5’ Projector
2. Essential question: Ss are asked questions: Where is the woman, what is she doing? Is this a dangerous
activity? Why?
3. Inquiry: Ss talk and discuss their answers with a classmate in front of them (ss swat seat accordingly and 10’
remain there for the rest of the class).
4. Elicitation & reflection: Ss watch a video about “Alaskan ice climbing” (Life PIT pg. 54) from which they 15’
decide on 3 reasons to be part of this ice climbing experience from given options.
5. Practical activity: Ss watch to the video for a second time and put events in order (Life PIT, exercise 4, pg. 30’
55)
Ss prepare a role play with previous partners: telling a friend about your trip. Activity in which one tells the story
and the other prepares questions and makes use of surprised or interested respondings: -Oh no!- Why -Wow -
That was lucky! Or -That was a good idea.
6. Socialization of outputs: Ss roleplay their conversations (OUTCOME). 20’
5’
7. Analysis, evaluation and reflection: Ss analyze the importance of being a good communicator when
holding conversations.
8. Comparison of results: Ss self-assess their actions as good communicators.
9. Metacognitive analysis: Ss respond to: What did I learn this week? What do I expect for the next week?

VI. VALORACIÓN DE LOS APRENDIZAJES

Competencia Criterios (desempeños) Evidencia Instrumentos y

evaluación
● Se comunica ● Identifica con facilidad información oral específica concerniente a un tema -Work in pairs -Rúbrica IB
oralmente en específico de interés común como: instrucciones o recomendaciones ya sea (Exchanging
 inglés como en diálogos o en descripciones monológicas de duración intermedia, personal
lengua extranjera referida a una amplitud de temas familiares. stories)
● Participa activamente de la interacción comunicativa al escuchar con
atención a su interlocutor y emplea expresiones adecuadas para solicitar se
repita del mensaje si fuera necesario o responder demostrando que es -Listening -Marksheets
capaz de interactuar o responder al tema de conversación familiares. about a true
story.
● Participa en diversas situaciones comunicativas alternando los roles de
(dictation filling
hablante y oyente para preguntar, responder, aclarar, contrastar, y para
in the gaps)
complementar ideas, hacer comentarios relevantes, adaptar sus respuestas
a las necesidades del interlocutor en inglés, con vocabulario variado y
pertinente. Respeta las normas y modos de cortesía según el contexto.

VII BIBLIOGRAFÍA
● Ministerio de educación, (2016). Programa curricular de educación básica: Lima – Perú: Printedperu.
● Ministerio de Educación – DEBEDSAR, (2019). Guía de Ingles. Lima, Perú.
● Hughes J. (2015). English life intermediate. Hampshire, United Kingdom: CENGACE Learning.
● Hughes J. & Stephenson H. (2014). English life upper intermediate. Hampshire, United Kingdom: CENGACE Learning.
● International Baccalaureate Organization, (2015). Language B guide First assessment 2020,Geneva, Switzerland: IB publishing Ltd.
● Oxford University Press, (2014). Elementary. Recuperado en https://elt.oup.com/student/englishfile/elementary/?cc=pe&selLanguage=en
● Saa’d AlDin, K., Abu-Awad, J., Tempakka, T. & Morley, K. (2012). English B. Oxford, New York: KHL printing Co.Pte Ltd.
● Stephenson, H. (2014). English life pre-intermediate. Hampshire, United Kingdom: CENGACE Learning.

_______________________________ ________________________________ ________________________________

Leidiluz Yeni Aparicio Arcondo Roberto Carlos Palomino Bustamante Dany Leon Rodriguez
Docente Lengua B Docente Lengua B V°B° Docente Especializado
 _______________________________ ____________________________
V°B° Dirección Académica V°B° Dirección General

Ss read and complete a story from a blog for people with interesting survival stories (Life PIT- WRK, exercise 2, pg. 34). Then ss, in pairs, write
a short story (100 word) (EVIDENCE) which begins with words “We only had food and water for one more day” using six or more adverbs (Life
PIT- WRK, exercise 2, pg. 32).