TRAINEE:
Veloz Caballero, Tracy Geraldine
YEAR: V
TRUJILLO PER
2017
0
Presentation... 2
LESSON PLAN
I. General information.. 3
II. Learning Achievement ... 4
III. Learning strategies 5
IV. Learning development . 6
V. Chart values .. 8
VI. Evaluation .. 9
VII. Observation guide 10
VIII. Specific bibliography.. 11
IX.
X. Appendix
Appendix 1 12
Appendix 2 13
Appendix 3 14
THEORETICAL SUPPORT
I.
1. Thematic aspects . 16
2. Psychological Support.. 19
3. Pedagogical Support. 21
4. Didactic Support. 22
5. Techniques 26
6. Teaching Aids. 26
7. Evaluation 28
II. DISCUSSION .. 28
III.CONCLUSIONES 29
IV. BIBLIOGRAPHY.. 30
1
PRESENTATION
At present time, the use of English is very important. It is common to see many people
learning English for specific purposes such as communication, business, politics, science,
entertainment, internet and diplomacy. That is why the need for fluency in English
language has increased.
The following lesson plan PAST EVENTS has been written for second grade C
students of Antonio Torrez Araujo. This lesson plan aims to satisfy the need of young
students of English, trying to offer an easy and interesting way of learning English and
using it in their lives. In other words, the goal is to help students, for explain how they
can tell a describing yesterday weather and feeling using the verb to be (was / were) past
simple.
In order to accomplish this, I have considered the use of Communicative Language
Teaching Method, as an alternative to give the best atmosphere of teaching- learning for
second year students.
The techniques and the materials have been chosen, bearing in mind the method
selected.
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LEARNING SESSION DESIGN
I. GENERAL INFORMATION
1. Educational Institution
2. Lesson plan
2.1. Lesson topic: Past Events
2.2 Didactic Support: Communicative approach
2.3 Date and time: Thursday, June 15th 2017
9:15am 10:00am
3. References
3
II. LEARNING ACHIEVEMENT:
CAPACITIES:
4
II. LEARNING STRATEGIES
SPECIFIC CONTENTS
CAPACITIES TECHNIQUES
COMMUNICATIVE LINGUISTIC
FUNCTION GRAMMAR
Talking about past
events. Past simple:
Talking about the Showing
- To be (was / were)
weather pictures
- Affirmative forms
Identify general and Talking about the
specific information places.
about past events. Exchanging
information about
Questions and
theirs feelings.
answers
NOTION
VOCABULARY
Following
Cold sick
instructions
Hot tired
Rainy sad
Ask and give Sunny angry
information about past Weather, Feelings and Cloudy was
events. Places. Windy were Individual
Happy work
TOPIC PRONUNCIATION
5
III. LEARNING DEVELOPMENT
Praises the Ss with encouraging Greets the class Greet the teacher. answer. Te
word Asks for the date and Say the date. Checks previous acher's
Shows a good sense of humor writes it on the boar Pay attention to the knowledge. voice 3
with a laught. Previous knowledge. teacher Watches body B
INTRODUCTION
attention. imagine how was the weather the Answer the teachers activity and motivated acher's
Makes sure Ss know what they previous day. questions to participate. voice 5
are expected to learn. Asks Ss to make gestures of how Pay attention to the Checks if Ss understand
Intonates the instructions giving they felt the day before. teacher the instructions. Pi
excitement or emotion Uses checklist. ctures.
6
Involves Ss in his/her activity. Give a worksheet to identify the Pay attention to the Checks the correct Teacher' 6
Tells the Ss how well they have weather. (Appendix2) teacher answer of the s voice
4. CONTROL
done. Ask the Ss to recognize some Listen to the teacher weather. Student 6
PRACTICE
Provides opportunity for Ss to vocabulary with some images. Checks if Ss are s voice
Answer the
speak or participate. Give a worksheet to complete the interested in the Work
Shows a good sense of humor. sentences. (Appendix3) questions activity and sheet.
motivated to
participate.
Uses checklist.
Look and listen to Checks if Ss understand
Encourages the students to share Helps students to identify the new what the teacher is the instructions. Teacher
5. FREE PRACTICE
ideas and praises the Ss with vocabulary if they still had doubts. explaining. Checks if Ss are s voice 7
PRACTICE
PRACTICE
encouraging words. Corrects with the whole class the Listen to the interested in the
Provides opportunity for worksheet. instructions. activity and motivated Student
students to earn points. Check students participation. Participate. to participate. s voice
Tells the students how well they Uses checklist.
have done.
Checks if Ss understand Te
Involves Ss in his/her activity. Shows the game: Look and say it! Look and listen to what the instructions. achers
Gives and explains the the teacher is explaining. Checks if Ss are voice 10
6. CLASSROOM
TRANSFER
Praises the Ss with encouraging doubts Ask the teacher about Checks if Ss are Teacher
CONSOLIDATION
words. Thanks students for their their doubts satisfied with the s voice
FAREWELL
7
IV. CHART OF VALUES:
VALUES ATTITUDES
8
V. EVALUATION
9
VI. OBSERVATION GUIDE
DESCRIPTIVE SCALE
YES Can accomplish the goal for this session
10
VIII.SPECIFIC BIBLIOGRAPHY:
WEB PAGES:
https://www.tes.com/lessons/rmWveOpn98MJmA/copy-of-was-and-were
www.//lub/how-to-talk-about-the-weather-in-english/
http://www.grammar.cl/Past/To_Be.htm
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12
APPENDIX N1:
Past Present
13
APPENDIX N2
IT WAS
14
APPENDIX N3
15
16
1. THEMATIC ASPECTS
Use the Simple Past of Verb TO BE to express the idea that an action started
and finished at a specific time in the past. Sometimes, the speaker may not
actually mention the specific time, but they do have one specific time in mind.
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The affirmative form:
Examples:
Examples:
was not.
I, he, she, it
wasn't.
were not.
You, we, they
weren't.
Examples:
Remember:
1. wasn't is the short form of was not. You can say either:
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I wasn't in Paris.
2. weren't is the short form of were not. You can say either:
2. PSYCHOLOGICAL SUPPORT
Jerome Bruner was one of the most influential constructivists. He was influenced
by Piagets ideas about cognitive development in children. His ideas have been
widely discussed among educators and teachers. Some of Bruner's theoretical
principles focus on these ideas
- Instructional scaffolding
Learning
Learning for Bruner is an active process. The learning process includes:
Decision-making.
Generating hypotheses.
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2.2 THE COGNITIVE THEORY (Hartley, 1998)
James Hartley has usefully drawn out some of the key principles of learning, as
he puts it: 'Learning results from inferences, expectations and making
connections. Instead of acquiring habits, learners acquire plans and
strategies. The principles he identifies are:
Instruction should be clearly structured: Subject matters are said to have natural
structures and logical relationships between key ideas and concepts to link the parts
together.
The perceptual features of the task are important the way a problem is
displayed is important if learners are to understand it.
Prior knowledge is important Things must fit with what is already known if
it is to be learnt.
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3. PEDAGOGICAL SUPPORT (Giles, E., Pitre, S., Womack, S. 2003)
INDIVIDUALIZATION
Students have needs and abilities that are unique. There are differences in their
speaking, listening, writing, reading activities; differences in the way of thinking;
feeling; etc.
This principle tells that the center of the educational action is the person
who has to adapt himself some interest and procedures. Each person wants the
greatest perfection to develop whatever he wants individually.
The role of the teacher is to observe and to orientate his studies adequately.
SOCIALIZATION
The purpose of Education is to socialize students. When students work in pairs or
small groups and ask each other about their answers, they interact, and at the same
time they learn to communicate in the target language and assimilate knowledge,
experiences, and so on.
THE ACTIVITY
THE MOTIVATION
This aspect is crucial because nobody learns if any reason moves her/him. The
students will feel attracted by the pictures which are from real life, the topic that
is familiar to them, the interesting exercises and everything used in class; not only
because of the entertainment but also because of the participation, the intellectual
challenge, etc.
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4. DIDACTIC SUPPORT
- A teacher's main role is a facilitator and monitor rather than leading the class.
In other words, "the guide by the side" and not "the sage on the stage".
- Lessons are usually topic or theme based, with the target grammar "hidden" in
the context e.g. to say some activities in the past.
- Lessons are built round situations/functions practical and authentic in the real
world e.g. asking for information about students' activities in the past.
- Activities set by the teacher have relevance and purpose to real life situations
-students can see the direct benefit of learning. Dialogues are used that Centre
around communicative functions, such as socializing, asking and giving
information about past activities.
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- Emphasis on communication and meaning rather than accuracy. Being
understood takes precedence over correct grammar. The fine tuning of grammar
comes later.
- Learners are often more motivated with this approach as they have an
interesting what is being communicated, as the lesson is topic or theme based.
- Learners are encouraged to speak and communicate from day one, rather than
just barking out repetitive phrases Learners practice the target language a
number of times, slowly building on accuracy Language is created by the
individual, often through trial and error.
- Unless the focus is on the accuracy stage of the lesson, learners are corrected
at the end of an activity so as not to interrupt their thought process.
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The learning task is content-based, theme-based, and project-based or
some combination of the three:
Instruction in listening and speaking, as well as reading and writing, is given within
the context of handling various learning tasks, which involve learners with
language. This learning task is content based according to Early M & Tang M as
described in their book named as Helping ESL students cope with content -based
text (1991), 'theme-based' according to Candling C & Edelhoff C as described in
their book Challenges (1982) and 'project based' according to Fned-Booth D as
described in the book 'Project Work' (1986). Within the context of an interview,
questioning skills can be taught. Students need the opportunity to express
themselves through a variety of experiences and tasks.
Language drills, recitation and isolation grammar exercises are not the ways to
acquire any language. Analysis of language is done in specific contexts.
Decontextualized language is not used as a basis for skill instruction.
The focus is not upon listening and speaking but upon using language to
communicate and to learn:
Listening and speaking skills as vehicles for learning across all subjects'
areas:
Barnes D in his book named as 'Oral language and learning' (1990) described
that listening and speaking become valuable not only as isolated skills or groups
of skills, but as vehicles for learning across all subject areas. Oral communication
should be integrated with other areas of instruction.
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materials have traditionally been chosen from literary texts that represent higher
forms of culture. This approach assumes that students learn to read a language
by studying its vocabulary, grammar, and sentence structure, not by actually
reading it. In this approach, tower level learners read only sentences and
paragraphs generated by textbook writers and instructors. The reading of
authentic materials is limited to the works of great authors and reserved for upper
level students who have developed the language skills needed to read them.
"Study (During reading)": Study means any stage at which the construction of
language is the main focus. Study activities are those where the students are
asked to focus in on language for (or information) or how it is constructed
Students can study in a variety of different styles: the teacher can explain
grammar: they can study language evidence to discover grammar for
themselves, they can work studying in a reading or vocabulary. Etc.
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5. TECHNIQUES
Showing pictures. Pictures are the most useful visual aids available to
the teacher. They can be a good way to engage learners to practice many
aspects of the language.
Authentic material to overcome the typical problem that students can't
transfer what they learn in the classroom to the outside world and to
expose students to natural language in a variety of situations, adherents
of the Communicative Approach advocate the use of authentic language
materials.
Asking questions, it helps the teacher control the class and makes
students pay attention to the whole lesson. It is also a way to give the
learners a chance to show their knowledge.
Giving and following instructions this simple but valuable
communicative activity is used at the moment of working with the
language.
Whole class: there are many occasions when the best type of classroom
organization is a teacher working with the class as a whole group.
6. TEACHING AIDS
Teaching aids are helpful tools for teaching in a classroom or with individual
learners so they can be used to helps students to improve their skills. Illustrate
facts or ideas and relieve anxiety or fears, since many teaching aids are like
games.
Board: For most teachers the most visual aid is the board. Whenever
possible work on the board should encourage students to think and take
actions rather than just to remind them of what they have learned.
The teacher uses the board to stick all the wall charts used during the whole
class. Also, she uses it to explain grammar, the date. Etc.
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Teacher's voice: Teacher's voice is an important teaching aid. One of the
first requirements of good teaching is good voice projection. The teacher
needs to be heard by all the students.
During the whole class the teacher uses her voice to give
instructions, asks questions, helps the students, etc.
Pictures: Many people who use pictures make difficult things easier to
understand. Pictures can also be used as a way of engaging students on
reading.
Teacher can take advantage of pictures because they are the most useful
visual aids available.
Sticky tack: A sticky substance which is used for joining things together
permanently.
The teacher uses this substance to stick on the board all the pictures and
cards that she uses in the class.
The teacher uses his /her hands, arms, face and any part of the body in
several ways to help the student's communication.
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7. EVALUATION
If there are any difficulties or problems during the lesson, the teacher tries to
guides the students.
The teacher evaluates the process of learning using different techniques and
activities.
II. DISCUSSION
The thematic aspect, in this case the vocabulary given plays an important
role because without it students cannot understand others or express their
own ideas.
It's important to give students a good way to vocabulary to they can
understand past activities of their classmates and express their own past
activities.
The learning process should be intentional, that is, students must
construct meaning from information, experience and their own thoughts
and beliefs.
The classroom environment should be safe so that students can feel
confidence and motivated during the activities and the class time.
The teacher is a good guide, she presents different activities in a way that
students can feel interested and the class can be non-threatening so
students can feel they can do the tasks no matter if they make mistakes.
One of the most important features of the Communicative Approach is to
allow the students to develop their communicative competence.
.The different techniques and teaching aids used by the teacher motivate
students and allow them to communicate in the target language.
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When students feel stimulated, the class becomes active and students
participate in an active way. In this case, I have chosen the different
techniques of Communicative Approach because the learning
achievement of my class is that students are be able to ask and give
information about their past activities.
The teacher intends to practice a formative evaluation during the whole
class
The teacher uses this tool to observe participation and to identify if the
students are accomplishing the goals.
III. CONCLUSION
The techniques and teaching aids are useful for maintaining the attention of
students during the class and for making them to participate.
The formative evaluation will allow students and the teacher to be conscious of
the weaknesses and strengthens.
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IV. BIBLIOGRAPHY
WEB PAGES
http://www.ego4u.com/en/cram-up/grammar/simpas-paspro/exercises
http://www.larousse.com/en/dictionaries/english-
spanish/weather/42166
http://www.englishpage.com/verbpage/simplepast.html
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