UNIVERSIDAD NACIONAL DE TRUJILLO

ACADEMIC DEPARTMENT OF LANGUAGES AND LINGUISTICS

FACULTY OF EDUCATION AND SCIENCES OF COMMUNICATION.

SCHOOL OBJECTS

CANDIDATE : Reyes Ponce, Roxana

JURORS : Mg. Carlos Enrique Caldern Caldern

Mg. Castro Alavedra Maria Elena

Mg. Yona Mara Del Pilar Gomez Dextre

SCHOOL : I.E. Torres Araujo N 80002

GRADE AND CLASS : 1 A

Trujillo Peru
2017

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 CONTENTS
Page
Presentation _______________________________________________________ 1
Learning session design_______________________________________________ 2
I. Basic information __________________________________________________ 2
II. Learning achievement______________________________________________ 2
III. Learning strategies________________________________________________ 3
IV. Learning development_____________________________________________ 4
V. Chart values______________________________________________________ 6
VI. Evaluation_______________________________________________________ 6
VII. Observation guide________________________________________________ 7
VIII. Appendices _____________________________________________________ 9
Theoretical support __________________________________________________ 15
Introduction _______________________________________________________ 16
Grammar___________________________________________________________ 17
I. Psychological support _______________________________________________ 18
II. Pedagogical support________________________________________________ 19
2.1. Pedagogy _______________________________________________________ 19
2.2 Socialization _____________________________________________________ 19

2.3 The motivation principle ___________________________________________ 20

III. Didactic support __________________________________________________ 21
IV. Techniques_______________________________________________________ 23
V. Teaching aids _____________________________________________________ 24

VI. Evaluation _______________________________________________________ 25

VII. Discussion _______________________________________________________ 26
VIII. Conclusion ______________________________________________________ 26
IX. Bibliography______________________________________________________ 27
X. Sitography________________________________________________________ 27
 PRESENTATION

English is the language of globalization, of international business and politics.

Nowadays, the use of English has become highly essential and popular. It is
common to see many people learning English for specific purpose such as
communication, business, politics, science, entertainment, internet and diplomacy.
That is why people need to learn English language.

The following lesson plan SCHOOL OBJECTS has been written for 1 grade A
students of Torres Araujo #80002 High School. 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 to pronounce correctly the school objects also how to use the indefinite
article.

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 first year students.

The techniques and the materials have been chosen in order to the method
selected, and some factors, such as the classroom number of students, their age,
previous knowledge, etc. in order to maximize their English language

LEARNING SESSION DESIGN

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 I. BASIC INFORMATION:

I.1 Subject : English

I.2 Class : 1st grade

I.3 Lesson topic : School objects

I.4 Lesson type : Communicative (Lexical level)

I.5 Date and Time : October 11th, 2017/ 1:00 pm-1:45 pm

I.6 Class duration : 45 minutes

I.7 Candidate : Roxana Reyes Ponce

I.8 Jurors : Mg. Carlos Enrique Caldern Caldern

Mg. Castro Alavedra Maria Elena

Mg. Yona Mara Del Pilar Gomez Dextre

II. LEARNING ACHIEVEMENT

CAPACITIES:

2.1 Area Capacities 2.2 Specific Capacities

Oral Production and Oral Comprehension Identify the new vocabulary and
the indefinite articles (a-an).

III. LEARNING STRATEGIES

SPECIFIC CONTENTS
TECHNIQUES
CAPACITIES COMMUNICATIVE LINGUISTIC
FUNCTION GRAMMAR

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 Talking about Present Simple
school objects. This is a pen.
This is an eraser.

NOTION VOCABULARY
Showing pictures
Identify, School objects Asking and
ask and
Book answering
answer
Things that Ruler questions.
questions students use in Eraser Work in Groups
about the classroom. Scissors Free Participation
Glue Questioning and
school Pen
objects in Pencil answering.
Following
an oral TOPIC PRONUNCIATION instructions.
form. Individual work
Book /bk/
Ruler /rul/ Matching game

What is this? Eraser /rez/

Bag /b/
Table /tebl/
Pen /pn/
Pencil /pnsl/

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IV. LEARNING DEVELOPMENT:

LEARNING ACTIVITIES

MOMENTS FOR THE TEACHER FOR STUDENTS RESOURCES TIME

M A
- Greets the class. - Teachers
1. Greeting - Tells students his name and - Greet the teacher. voice.
I writes it on the board. - Listen to the teacher - Board. 1
N - Asks for the date and sticks and read his name. - Students S
T O it on the board. - Say the date. voice.
R
O 2. Introducing the - Plays the song School - Listen and sing the - Song.
D new knowledge Objects song. - Teachers S
U - Gives some picture cards to - Trying to guess voice.
C T the students to stick them which the name is,
T on the board according to match the picture - Pictures. 8
I the sentences. (Matching with the correct word E
O game) (Appendices N 1 and card (Matching game). - Sticky tac.
N 2). - Practice the
I - Practices the sentences. sentences. - Students
-Try to guess which voice.
- Asks the class: What do the topic is. - Board.
you think is the topic today?
S
3. Describing the - Asks students to make - Form groups quickly
D new knowledge groups and match the and match the picture - Board.
pictures with the correct with the correct word - Sticky tac.
V
E name. (Appendix N 3). card (matching game). - Word cards. 15
-Explains with oral examples - Listen and pay -Teachers
V the pronunciation of school attention. voice.
objects using the indefinite - Practice the - Students
E article. (Appendix N2 and pronunciation with voice.
3) the teacher.

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L
4. Practice - Gives students the - Form groups and - Teachers 6
O worksheet. (Appendix participate actively. voice.
A N 4). - worksheet S
P - Gives the instructions - Pay attention and do - Students
for the practice. the practice. voice.
M - Lets the pictures and - Board
their names on the
E T board. M

N 5. Classroom - Ask students to return - Do the worksheet. - Teachers voice 13

transfer to their places. Work individually. - Students
T voice.
- Gives a worksheet to Listen carefully. - Worksheet.
I
each student.( Appendix
E
N5) -Pay attention
- Explains the
instructions.
- Improve the students
O
mistakes.
F N
A
6. Extension and - Asks students what -Participate actively 2
R
consolidation they have learnt. answering the - Teachers voice
E
- Makes a little review on questions. - Students voice
W
the board asking some
E T
questions. - Pay attention.
L N
L
- Thanks students for -Thank the teacher.
their attention and
participation. - Say goodbye.

- Says goodbye.

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 V. CHART VALUES:

VALUES ATTITUDES

Responsibility Show perseverance in their work.

Show interest about the topic during the whole class.

Cooperation Work with their partners.

Show respect to their classmates ideas or opinions.

Respect Respect the rules given by the teacher.
Show positive attitude during the activities.

VI. EVALUATION:

a) Capacities

EXPECTED LEARNING ACHIEVEMENT INDICATION Tools

- Students identify the school - Voice

- Identify, ask and answer objects. - Board
questions about school - Select appropriate vocabulary to - Flashcards.
objects. give oral information. - Word cards
-Ask for information using a or an. - Games

b) Attitudes

ATTITUDES INDICATORS INSTRUMENTS

Participate in class Answer questions.

actively. Listen to their classmates Chart of Values
Respect their while they are talking.
classmates Raise the hand before Observation
opinions. talking. guide
Follow the teachers Go through the required
instructions. assignments.

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 VII. OBSERVATION GUIDE:

TOPIC: DATE:

SCHOOL: GRADE:

Identify Ask and Understand

INDICATORS
vocabulary give the main idea
of school information of different
objects. about them. conversations.

STUDENTS
N

1. A B C D A B C D A B C D

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

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DESCRIPTIVE SCALE:

A NO MISTAKES
18-20

B FEWER MISTAKES 15-17

C SOME MISTAKES 11-14

D A LOT OF MISTAKES 05-10

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Appendices

APPENDIX N 1
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 APPENDIX N 2

It is a ruler. It is an ERASER.

It is a table. It is a bag.

It is a book. It is a pencil.

APPENDIX N 3

CRAYON
CLIPS PENCILCASE

PEN BOARD SISSORS

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Thisisis
This
This isAAAdesk.
book.
pen. This is AN eraser.
 APPENDIX N 4

Complete the name of school objects.

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 APPENDIX N 5
Whats this?

1. This is a ____________.

2. This is a _________.

3. This is ___________.

4. This is a ________.

5. This is a ________.

6. This is a ________.

7. This is a ________.

8. This is a ________.

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TEORETIC
AL
SUPPORT

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 INTRODUCTION

Methodology in language teaching has been characterized in a variety of ways. Within

methodology we have methods and approaches, in which methods are the fixed teaching

systems with prescribed techniques and practices, and approaches are language teaching

philosophies that can be interpreted and applied in a variety of different ways in the

classroom. Before, classrooms were dominated by traditional methods of rote learning of

grammar rules. Nowadays, the emphasis is developing students communication skills; they

can use the language in real situations to communicate their ideas, opinions and emotions.

The topic for the lesson plan is school objects and this lesson plan aims to identify, ask and

answer questions about things that the students can find in the classroom. The theoretical

support is based on: The psychological support which refers to the cognitivist theory and the

pedagogical support which is based on the communicative approach. It is focus on the idea

that learning language successfully comes through having to communicate real meaning.

Likewise, the techniques are showing pictures, checking, questioning and answering,

following instructions, individual work, pair work and group work. The teaching aids are

board, flashcards, word cards, teachers voice, worksheets, etc.

Finally, there will be discussion and some conclusion inferred from the theoretical support.

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 GRAMMAR

The indefinite article a

The indefinite article a is the same for all genders.

a boy

a girl

a cat

The indefinite article has no plural form.

a boy boys

We use an if the following word starts with a spoken vowel.

The following word starts with a

The following word starts with a spoken vowel
spoken consonant

a boy an aunt

a school an old school

a girl an American girl

Mind the pronunciation of the following word.

The first sound we speak is [j], so we The first sound we speak is [], so we
use a a unit use an an uncle

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 I. PSYCHOLOGICAL SUPPORT (BROWN, Douglas H. ;2000)

THE COGNITIVIST THEORY

The Cognitive Learning Theory explains why the brain is the most
incredible network of information processing and interpretation in the body as we
learn things.

When we say the word learning, we usually mean to think using the brain. This
basic concept of learning is the main viewpoint in the Cognitive Learning Theory
(CLT). The theory has been used to explain mental processes as they are influenced
by both intrinsic and extrinsic factors, which eventually bring about learning in an
individual (1). However, to get to the learning it is very important to use a variety of
activities in new situations because those activities will allow assimilation of what
has already been learnt or partly learnt. It will also create further situations for
which existing language resources are inadequate and must accordingly be modified
or extended--"accommodation but what are assimilation and accommodation? In
order to make those ideas clearer we will cite Piaget. Whose Key Ideas are?

Assimilation: is an adaptation process by which new information is taken into the

previously existing schema. What is perceived in the outside world is incorporated
into the internal world without changing the structure of that internal world,
which means the new idea fits in with the already existing ideas.
Accommodation: is the process by which pre-existing knowledge is altered in
order to fit in the new information. The internal world has to accommodate itself
to the evidence with which it is confronted and thus adapt to it.

It is important to note that both assimilation and accommodation are interrelated

processes and are vital to the intellectual growth of a human. (1)

Students will interact with new information during the class. They will perceive and adapt this new
information. So, they fit the new idea into what they already know. Assimilation occurs when they
make use of their pre-existing knowledge to make sense of the new knowledge. However, when they
want to accommodate the new information, they have to change their ideas in their heads to fit it
II. PEDAGOGICAL SUPPORT
(conflicting ideas), which means they will need to develop new ones to accommodate the new
(1) http://pediaa.com/difference-between-assimilation-and-accommodation/
II.1 PEDAGOGY (October, 17th, 2016; 07:50)
information. (Appendix 2, 3, 4)

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 Pedagogy is an encompassing term concerned with what a teacher does to influence
learning in others. Pedagogy develops from a range of factors including theories and
research evidence, political drivers, evidence from practice, individual and group
reflection, educators experiences and expertise, and community expectations and
requirements. It informs both curriculum (all the interactions, experiences, activities,
routines and events planned and unplanned) and teaching in a service. It reflects and
supports the principles of and outcomes sought by a service.

2.2 SOCIALIZATION
The human infant comes into the world as biological organism with animal
needs.
He is gradually moulded into a social being and he learns social ways of acting and
feeling. Without this process of moulding, the society could not continue itself, nor
could culture exist, nor could the individual become a person. This process of
moulding is called Socialization. (2)

The students will work in pairs, asking and answering questions according to what they
2.3 THE They
have learned. MOTIVATION PRINCIPLE
put in practice (BROWN,
the language and Douglas H. ;2000)
also the new information given.
(Appendix 6)
(2) https://www.childaustralia.org.au/Documents-(1)/CA-Statement-Pedagogy.aspx (November, 25th, 2016; 21:36)
Motivation may also denote cravings, incentives, drives, desires, urges, or
satisfactions. Motivation is effective only when it gives a mental set toward
learning. The teaching approach that is made a part of the regular teaching
procedure often serves as the most effective form of 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 (3)

Students are active and engaged. You catch their attention from the beginning to the
end and in this way students are motivated and pay attention during the whole session.

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(3) http://www.yourarticlelibrary.com/motivation/importance-of-motivation-in-education-499-w0rds/6062/ (November 25th,
2016;21:10)

III. - DIDACTIC SUPPORT (RICHARDS, J. and ROGERS, T., 1991).

3.1 COMMUNICATIVE APPROACH

The first level, approach, defines those assumptions, beliefs, and theories about the
nature of language and the nature of language learning which operate as axiomatic
constructs or reference points and provide a theoretical foundation for what language
teachers ultimately do with learners in classrooms. The second level in the system,
design, specifies the relationship of theories of language and learning to both the
form and function of instructional materials and activities in instructional settings.
The third level, procedure, comprises the classroom techniques and practices which
are consequences of particular approaches and designs.

In order to explain Communicative Language Teaching as an approach, it is necessary

to clarify what the language theory is and the language learning theory that this
approach sustain.

LANGUAGE THEORY:

The Communicative Approach places emphasis on developing the communicative

competence, viewed as the overall underlying knowledge and ability for language
use which the speaker-listener possesses. Through the communicative teaching,
learners are encouraged to consider language not only in terms of its structures
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 (grammar and vocabulary), but also in terms of the communicative functions that it
performs By giving opportunities to use the language for real communicative
purposes the teacher helps them to develop strategies for relating the structures of a
language to the communicative functions they can perform.

Communicative Language Teaching means little more than an integration of

grammatical and functional teaching; one of the most characteristic features of
communicative language teaching is that it pays systematic attention to functional as
well as structural aspects of language. For others, it means using procedures where
learners work in pairs or group employing available language resources in problem-
solving task.
CLT characteristics:
Focus on communication rather than structure.
Emphasis on functional uses of language in different social settings.
Use of classroom activities that relate language forms with functions
Focus on meaningful tasks
Collaboration
Focus on the whole learner
Teacher is a guide, organizer and facilitator.
Provides learners with opportunities to share and explore their attitudes,
feelings and opinions.
Creates a genuine, realistic, learning situation.
Uses a variety of materials, topics, activities and ways of interesting.

Communicative language teaching can be understood as a set of principles about the goals of
language teaching, how learners learn a language, the kinds of classroom activities that best
facilitate learning, and the roles of teachers and learners in the classroom.

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(4) (RichardsIV.
& TECHNIQUES
Rodgers, 1986, p.(HARMER, Jeremy ;2005)
154 apud Kumaravadivelu, 2006, p. 86)1991; page. 69. (November, 25th, 2016; 22:27)
Showing pictures: pictures are the most useful visual aids available to the

teacher. They can result a good way to engage to the learners with new
situations or vocabulary and practice many aspects of the language.

The teacher will use different pictures to explain new situations and vocabulary.
These visual aids are good way to engage to the students.

Asking questions. This technique helps the teacher to control the class. It
also helps to keep the attention of the whole class. Asking questions give
good students a chance to show their knowledge, and give weak or shy
students a chance to answer.

The teacher will ask questions randomly to give the opportunity to everybody.

Giving and following instructions: This is a simple but valuable

communicative activity. This is the use of the language at work.

The teacher will give some instructions before an activity. The students will follow
them after paying the attention to the teachers instructions.

Checking

Teacher is circulating or guiding the correction of students work, providing

feedback as an activity rather than within another activity.

The teacher will be walking around the classroom to check students work.

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 Pair work: it helps to develop skills of communication and listening;
problem solving; decision-making and critical thinking.

The students will work in pairs in order to put in practice what they have
V. TEACHING AIDS (HARMER, Jeremy ;2001)
understood during the class.
5.1 TEACHERS VOICE

The teachers 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 class the teacher uses his voice to give instructions with the worksheet, asking
questions, helping students in the activity or conversation.

5.2 BODY LANGUAGE:

The use of hands, arms, face and any part of the body can effectively in several
ways to help the students communicative.

When the teacher tries to explain something that the students do not understand, its
necessary the movement of his body.

5.3 WORKSHEETS
Worksheets allow teachers to measure the students learning. A worksheet
teacher can contain different kind of exercises according to the content of the
lesson.

TheBOARD
5.4 THE teacher presents a worksheet and that allows the students to measure their
learning.

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 Many boards are still chalk based, but white boards (which use marker, pens) are
also common. Boards can be used many things: Writing, drawing, sticking things
on, projecting overhead transparencies, etc. (if they are white boards).

The teacher uses the board to stick all the wall charts used during the whole class.

5.5 STICKY TAC:

A sticky substance which is used for joining things together permanently,
produced from animal bone and skins or by a chemical process.

The teacher uses it to stick their pictures on the board.

VI. EVALUATION
The Formative Evaluation (5):

Formative Evaluation: The formative evaluation is a process, which is used during the
development of a class and it allows a sequential and gradual learning. It helps to determine
the degree of learning of the students and to identify the difficulties of the learning.

This evaluation is based on psychological principles, we can evaluate through an

observational process using a descriptive scale. The observation allows evaluating the
students during the learning process.

I will evaluate them by giving points each time they make good use of going to,
selecting appropriate vocabulary, asking and answering questions and creating
their own examples in order to encourage them to improve their participation and
written production.

(5)http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation_vs._formative.htm (November, 25th,2016; 23:46)

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VII. DISCUSSION

The use of real pictures plays an important role in students learning because they can
identify them with their real context.

The learning process should be taught since the own students experiences, thoughts
and believes.

The class environment must be appropriate for students to feel motivated during the
activities set in class, so we must use different techniques and strategies in order to
keep our students attention during the whole class.

Since a foreign language is to communicate our ideas, thoughts and believes, so this
English class is designed with communicative approach because it allows students to
develop their communicative competences. In this case, they can ask and answer
questions according to their own ideas.

VIII. CONCLUSION

The use of real pictures played an important role in students learning because they
could identify the future activities to do at home according to their real context.

The learning process was taught since the own students experiences, thoughts and
believes; in this case students asked and answered questions according to their own
experiences.

The class environment was appropriate for students to feel motivated during the
activities set in class and the teacher managed different techniques and strategies in
order to keep their attention during the whole class.

That English class was designed with Communicative Approach because it allowed
students to develop their communicative competences. In this case, they could ask
and answer questions according to their own ideas.

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IX. BIBLIOGRAPHY

RICHARDS, J. and ROGERS, T. (1991). Approaches and Methods in Language

Teaching, Cambridge University Press.

JHON AND LIZ, Soars (2010). Headway Pre-intermediate students book. 3rd
Ed. Oxford University Press.
BROWN, Douglas H. (2000). Teaching by Principles, an interactive Approach
to Language Pedagogy. 2nd Ed. Pearson Education. Iowa, USA.
THE OXFORD ENGLISH DICTIONARY. 2nd ed. 1989. Oxford University Press.

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

America.

HARMER, Jeremy. (2001) The practice of English Language Teaching. Third

Edition. Longman. United States of America.

CAMBRIDGE ADVANCED LEARNERS DICTIONARY. 2003. 1st. Ed. Cambridge

University Press. New York.
LARSEN- FREEMAN, Diane. 2002. Techniques and Principles. 2nd. Ed.
Oxford University Press. New York.

X. SITOGRAPHY
https://www.academia.edu/2442163/Traditional_Teaching_Methods_vs._CLT
_A_Study (November 25th, 2016; 6:51)

https://www.childaustralia.org.au/Documents-(1)/CA-Statement-
Pedagogy.aspx (November 25th, 2016; 21:36)

http://jan.ucc.nau.edu/edtech/etc667/proposal/evaluation_vs._formative.ht
m (November 25th,2016; 23:46)

http://busyteacher.org/4818-how-to-teach-large-groups.html

http://dictionary.cambridge.org/

https://www.englisch-hilfen.de/en/grammar/artikel2.htm
https://www.youtube.com/watch?v=AK8uItkMPRA
http://www.wordreference.com/es/translation.asp?tranword=appendices

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