Learning Session Desig2

8/14/2019 Learning Session Desig2

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LEARNING SESSION

I. GENERAL INFORMATION1. Educational Institution

1.1.School : San juan.1.2.Subject : English1.3.Class : 4th grade M1.4.School Teacher : Susana Vsquez Rojas.

2. Lesson Plan2.1.Lesson topic : Reporting what people said 2.2. Date and Time : Tuesday, October 29th, 2013 (17:10 17:50

pm)

2.4 Class duration : 45 minutes3. References

3.1. Trainee :Velsquez Rojas Carlos3.2.Trainer : Oscar Lavado

II. CAPACITIESArea capacities Specific capacities

Oral and text production Reporting some peoples opinions or

expressions using written and spoken

sentences.


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III. LEARNING STRATEGIES

SPECIFIC CAPACITIESCONTENTS

TECHNIQUES

Communicative Linguistic

Report some peoples

expressions and opinions.

Function Grammar

Showingpictures.

Givinginstructions.

Individualwork.

Classparticipation

Worksheet

Talk aboutanother

persons

opinions.

Reported speech

DIRECTSENTENCE(presentsimple)

- I love music. REPORTED SENTENCE

Subject+said+that(PAST SIMPLE)

- She said that sheloved music.

Notion Vocabulary

Abilities andHobbies.

Verbs in past simple:

Say said

Do did

Listen listened

Play played

Go went

Study studied

Speak spoke

Sing . sang

Topic

Reporting


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STEPS LEARNING ACTIVITIES RESOURCES TIMEFor the teacher For the students

INTRODUCTION

1.Greeting

M

O

T

I

V

A

T

Greets the class. Asks for the date and writes

it on the board.

Greet theteacher.

Say the date. Teachers

voice. Board. Marker

5

A

S

S

E

2. Introducing the

new knowledge

Puts some pictures on theboard.

Gives students some piecesof paper with a sentenceaccording to the pictures, towrite their names.

Asks them to read thesentence.

Listen to theteacher

Put the sentencewith his name in

the right picture. read the

sentence.

Teachersvoice

Studentsvoice

Pictures Board Pieces of

paper

8

DEVELOPMENT3. Describing the

new knowledge

Shows the differentsentences to the students.

Reports what they said tothe class using the reportedspeech.

Listen to theteacher

Make somequestions.

Teachersvoice.

Studentsvoice

Worksheet5


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4. Free Practices

I

O

N

WRITTEN PRACTICE Shows at the board some

comic scenes. Asks them to write the right

report according to thesentence

SPOKEN PRACTICE Asks students to work in

pairs. Ask the couples to make a

reporting about the partnersentence.

Participate in theactivity.

Teachersvoice

Pictures

- Studentsvoice

8

S

S

M

E

N

T

5. Controlled

Practice.

Hands students a worksheetout (appendix 2).

Gives instructions. Walks around the class

helping when needed.

Do the task Teachers

voice worksheet 15

FAREWELL6. Extension,

consolidation

Asks students if they haveany doubts.

Says good bye and thanksfor paying attention.

Make questionsto the teacher.

Say good bye.

Teachersvoice

Studentsvoice

4


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V. CHART VALUES:

VALUES ATTITUDES

Responsibility Shows perseverance in his work.

Cooperation Works with his partners.

Respect Shows respect to the ideas of his friends.

Respects the rules that the teacher gives.

VI. EVALUATION:

Expected learning Achievement

indicator

Signs of

performanceTools

The students create

some sentences to

report another persons

opinion.

Participate activelyduring the class.

Answerquestions.

Do the task.

Voice

Board

Pictures

Worksheets.


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VII. OBSERVATION GUIDE

DESCRIPTIVE SCALE:

A No mistakes 18 20

B A few mistakes 15 17

C Some mistakes 11 14

D A lot of mistakes 05 - 10

INDICATORS

STUDENTS

Respectwhat the

teacher says

Respect theopinion of their

partners.

Participateactively in

class

Use thevocabularygiven in class

A B C D A B C D A B C D A B C D

1 AGUILAR SOSA, Yesenia Maril.2AVELLANEDA PEA, Elvia3.CHAMBA RAMOS, Karen Estefana

4.COSME AGUILAR, Ruth Noem.5.CRUZADO MARQUINA, Olenka Anabel6.DAVILA RIOS, Katerine Thala7.GUEVARA REBAZA, Lucy Del Rocio8.HERRERA VARGAS, Lesli Fiorella.9.LLAURE BURGOS, Mari Rosmere10. MENDEZ OTINIANO, Karla Azucena11. MNDEZ PREZ, Amelia Kimberly12.MONZN RUBIO, YesseniaIdali.13.MUOZ RIOS, Gisell Katherine14. NUEZ VARGAS, Eliza

15.PLASENCIA JUAREZ, Judith Vanessa16.PORTAL ALFARO, Anali Angelita17.SALIRROSAS CHAUCA, GianellaLizett.18.TARRILLO MONTENEGRO, Yesenia19.VILLALOBOS LOPEZ, Marilyn Kiara


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VIII. SPECIFIC BIBLIOGRAPHY8.1 For teachers:

CAMBRIDGE COMPACT DICTIONARY. Cambridge University Press (2004) Ministerio de Educacin English-Studentsbook.

8.2 For Students:

All the material will be provided by the teacher.

IX. WEBSITES http:/www. rezorero.et/pedagogie/docs_peda/evaluation.htm http://en.wikipedia.org/wiki/Constructivism_%28learning_theory%29 http://www.google.com.pe/search?hl=es&cp=32&gs_id=3k&xhr=t&q=examples+o

f+listening

http://www.cambridge.org/other_files/downloads/esl/booklets/Brown-Teaching-Listening.pdf
http://www.google.com.pe/search?hl=es&cp=32&gs_id=3k&xhr=t&q=examples+of+listeninghttp://www.google.com.pe/search?hl=es&cp=32&gs_id=3k&xhr=t&q=examples+of+listeninghttp://www.google.com.pe/search?hl=es&cp=32&gs_id=3k&xhr=t&q=examples+of+listeninghttp://www.google.com.pe/search?hl=es&cp=32&gs_id=3k&xhr=t&q=examples+of+listeninghttp://www.google.com.pe/search?hl=es&cp=32&gs_id=3k&xhr=t&q=examples+of+listeninghttp://www.google.com.pe/search?hl=es&cp=32&gs_id=3k&xhr=t&q=examples+of+listening


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Appendix 1


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Introduction

: I am funny.

: I play soccer.

: I dont speak English.

: I dont like ice cream.

: I dance Marinera.

: I go to the beach.


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Development

______ said that he danced Marinera.

______ said that he went to the beach.

______ said that he didntlike ice cream.

______ said that he didntspeak English.

______ said that he played soccer.

______ said that he was funny.


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Appendix 2


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PRACTICE

I play the saxophone.

__________________

__________________


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I dont play the guitar.

__________________

__________________


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I have a new car.

__________________

__________________


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Xavi said that he want

ed to be the best soccer

player this year.

____________________________________


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__________________

__________________

Messi said that he

played video games.


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Garfield said that he

danced Salsa.

__________________


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Appendix 3


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WORKSHEET

Name: _________________________________ Date: _____________

I. INSTRUCTION: Complete the sentences in reported speech.- Example: Carlos: I love Rock and Roll.

Carlos said that he loved Rock and Roll.1. John: "I love this town."

_______________________________________

2. Wendy:"I can drive a Ferrari."_______________________________________

3. Romina:"I always wake up early."___________________________________

4. Walter:I listen to Rock music.___________________________________

5. Jimmy:I dont like pizza.___________________________________

6. Usain:I run for twenty minutesevery morning.___________________________________

7. Alberto: Sofia has a beautiful voice.___________________________________

8. Homero:I dont drink beer.___________________________________

9. Kalimba:I sing very well.___________________________________

10.Noelia:Neymar doesnt play soccer.___________________________________


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Theoretical

support


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PSYCHOLOGICAL SUPPORT

CONSTRUCTIVIST THEORY (J. BRUNER)1

Constructivism can be described as a theory that deals with the way people create meaning

of the world through a series of individual constructs. Constructs are the different types of

filters we choose to place over our realities to change our reality from chaos to order.

The learner selects and transforms information, constructs hypotheses, and makes decisions,

relying on a cognitive structure to do that.

As far as instruction is concerned, the instructor should try and encourage students to

discover principles by themselves. The instructor and student should engage in an active

dialog (i.e., Socratic learning). The task of the instructor is to translate information to be

learned into a format appropriate to the learners current state of understanding.

Curriculum should be organized in a spiral manner so that the student continually builds

upon what they have already learned.Bruner (1966) states that a theory of instruction should

address four major aspects:

Predisposition towards learning.

The ways in which a body of knowledge can be structured so that it can be mostreadily grasped by the learner.

The most effective sequences in which to present material.

The nature and pacing of rewards and punishments.

Good methods for structuring knowledge should result in simplifying, generating new

propositions, and increasing the manipulation of information.

In his more recent work, Bruner has expanded his theoretical framework to

encompass the social and cultural aspects of learning as well as the practice of law.

Principles:

Instruction must be concerned with the experiences and contexts that make the

student willing and able to learn.

1http://en.wikipedia.org/wiki/Jerome_Bruner
http://en.wikipedia.org/wiki/Jerome_Brunerhttp://en.wikipedia.org/wiki/Jerome_Brunerhttp://en.wikipedia.org/wiki/Jerome_Brunerhttp://en.wikipedia.org/wiki/Jerome_Bruner


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Instruction must be structured so that it can be easily grasped by the student (spiral

organization).

Instruction should be designed to facilitate extrapolation and or fill in the gaps (going

beyond the information given).

PEDAGOGICAL SUPPORT2

SOCIALIZATION

The development of a person in the educative process its not possible without the

interaction with others.

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.

Our society, in an accelerated process of development, needs initiatives of creativity in all the

spheres. The educative posing is, therefore, to protect and to promote the creative,

ingenuity, favoring the use of their aptitudes.

Considerating such the problem, it comes out two singular and equally important educative

tasks:

To favor and to stimulate the mans creative dimension and

To prepare that man for living in a world of permanent changes and evolution.

INDIVIDUALIZATION:

The word individualization refers to an individual thing. It means that something belongs

to each person and makes him or her particular one, where everyone has different manners

of thinking, making and feeling.


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Each student has special characteristics and circumstances. They have different rhythms,

attention, ability, motivation, maturity, specific attitudes, for that reason is a necessity to

attend the variety of students in order to have an acceptance level in basic education.

ACTIVITY:

This principle is related with the impression; it means to be active in the process of learning.

Learning by doing, students will improve their knowledge of the language and the world if

they are in constant activity. The educative activity does not depend of the quantity of

activities that the student carries out, but of the posture of the individual before the task.

CREATIVITY

Creativity is a general capacity of the intelligence, the will, the behavior, etc. everybody has a

common potential to make new things, but we can find it very emphasized in determinedkindof personality. Creativity is an activity of multiple forms; it includes the perceptive-motor

actions.

DOUGLAS BROWN, H. Teaching by principles: An Interactive Approach to Language Pedagogy.

Longman, 2002.

DIDACTIC SUPPORT

THE COMMUNICATIVE METHOD3

The communicative method basically focuses teaching the students to interact with other

people. The learner has a negotiation role. The implication for the learner is that he should

contribute as much as he gains, and thereby learn in an independent way. Motivation plays a

significant role in this method. We make feel students motivated by the class it is going to be

relatively easy our class.

The goal of language teaching in the communicative method is to develop the

Communicative Competence, in other words, the ability to use the language. This method

focuses on functional as well as structural aspects of language. In other words the content of

3HUBBARD, P. Jones; THORNTON B. and WHEELER R. (1983). A training Course for TEFL.

Oxford University Press.


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course is organized according with the meaning that students required in order to

communicative in particular functional contexts. Communicative functions include

motivation, evaluation, persuasion, emotional expressions and the marking of social

relations.

In a communicative class the teacher is primarily a facilitator to communication and

secondary to correct errors. Sequencing is determinate by any consideration of content,

function or meaning which maintains interest. For these reasons, this method is important

because students must be motivated to pay attention to the class.

PRINCIPLES OF THE COMMUNICATIVE METHOD4

The communicative method is based on the following principles:

The meaningfullness principle: Learning activities are consequently selectedaccording to how well they engage the learner in meaningful and authentic

language use (rather than merely mechanical practice of language patterns).

These principles, we suggest, can be inferred from communicative practices.

They address the conditions needed to promote second language learning,

rather than the processes of in language acquisition. Communicative language

teaching makes use of real-life situations that require communication. The

teacher sets up a situation that students are likely to encounter in real life. The

communicative approach can leave students in suspense as to the outcome of

their relation and responses.

The learner - centered principle: In the Communicative Method, the teacher

servers as more as a facilitator, allowing students to be in charge of their own

learning. The teacher still sets up exercises and gives direction to the class, but

the students do much more speaking than a traditional classroom. This

responsibility to participate can often lead to an increased dense of confidence

in using the language. During the whole class, the trainee tries to help, guides

the students, and encourages them to use the target language and develop

their communicative competence.

4DOUGLAS BROWN, H. Teaching by principles: An Interactive Approach to Language

Pedagogy. Longman, 2002.


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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.

Asking questions: It helps the teacher to control the class and makes students payattention to the whole lesson. It is also a way to give the learners a chance to show

their knowledge. During the class students are exposed to the teachers questions.

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.

TEACHING AIDS

Teaching aids are helpful tools for teaching in a classroom or with individual learners.

Teachers can use them to:

Help learners to improve speaking and other skills.

Illustrate or reinforce a skill, fact or idea and

Relieve anxiety, fears or boredom, since many teaching aids are like games.


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WHITEBOARD: For most teachers, the whiteboard is really helpful. Whenever possible,

working on the board should encourage students to think and take actions rather than just

remind them what they have learned.

PICTURES:They are important because the most people have the visual learning style. They

help to catch the students attention.

WORKSHEET:Students will have the chance to rehearse the written language. On the other

hand, the teacher will be able to measure how much students understood before taking any

other action.

BODY LANGUAGE: Sometimes students can understand what the teacher means even whenthey do not know words in English. They include mimicries, facial expressions, and body

movements.

CLASSROOM ASSESSMENT

The classroom assessment is the observation of students in the process of learning. It helps

individual college teachers obtain useful feedback on what, how much, and how well their

students are learning.

Classroom Assessment Techniques (cats):

Competency checklists:Skills and competencies checklist of ability. During the Guided

practice stage the teacher monitors the class. The teacher evaluates the studentswork by using an observation guide.


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Classroom feedback:These are the various ways of supplying the students with

corrective feedback for example the explicit correction. The teacher supplies the

correct form to the student and clearly indicates that what was said was incorrect.

DISCUSSION

The classroom environment should be comfortable so that students can feel

confident during the class. As a result, a meaningful learning will be

developed.

The teacher is a facilitator; students are encouraged to construct meaning

through genuine linguistic interaction with others.

The Communicative method allows students to develop their communicative

competence and fluency takes more importance in order to keep students

meaningfully engaged in language use.

The different techniques and teaching aids used by the trainee motivate the

students and allow them to communicate in the target language.

The instruments are very important to use in this class, we try our best to show

and give the best materials possible for them to learn.

CONCLUSIONS

The lesson plans were focused on the speaking ability in order to get good

results on the development of the students learning.


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The communicative approaches states that learners learn a language by using

it; authentic and meaningful communication should be the goal of classroom

activities and learning is a process of creative construction and involves trial

and error.

Through cognitive principles, the teachers can understand how the student

can be motivated in every class by making them feel free and secure of

learning new topics, recognizing their participation and effort but also

accepting their mistakes as part of the learning process.

The techniques and the teaching aids mentioned above are useful for

maintaining the students attention during the class and making them

participate. It is important that the teacher gives feedback in order to clarify

any doubt.


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BIBLIOGRAPHY

HARMER, Jeremy. How to teach English. Longman (2005).

LARSEN FREEMAN, Diane. Techniques and Principles in Language. Oxford

University Press(1989).

BROWN, Douglas H. Principles of language learning and teaching.Pearson

Education (2000).

BROWN, Douglas H. Teaching by principles: An Interactive Approach to Language

Pedagogy. Longman (2002)HUBBARD, P. Jones; THORNTON B. and WHEELER R. training Course for TEFL.

Oxford University Press (1983).

WEBOGRAPHY

http://en.wikipedia.org/wiki/Jerome_Bruner

http://www.ecenglish.com/learnenglish/lessons/family-phrasal-verbs

http://www.englishpage.com/prepositions/phrasaldictionary.html
http://en.wikipedia.org/wiki/Jerome_Brunerhttp://en.wikipedia.org/wiki/Jerome_Brunerhttp://www.ecenglish.com/learnenglish/lessons/family-phrasal-verbshttp://www.ecenglish.com/learnenglish/lessons/family-phrasal-verbshttp://www.englishpage.com/prepositions/phrasaldictionary.htmlhttp://www.englishpage.com/prepositions/phrasaldictionary.htmlhttp://www.ecenglish.com/learnenglish/lessons/family-phrasal-verbshttp://en.wikipedia.org/wiki/Jerome_Bruner


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Learning Session Desig2