L EA R NI N G S E SS I O N D E SI G N

I. BASIC INFORMATION:

1.1. School: 1.1.1. School 1.1.2. Subject 1.1.3. Grade and Class 1.1.4. Teacher 1.2. Learning Session: : : : :

Ricardo Palma English 3rd A Beatriz Cruz Sanchez

1.2.1. Session topic 1.2.2. Date and Time 1.2.3. Class duration

: : :

Did you like cartoons? July 8th, 2011 / 5:00 PM 45 minutes.

1.3. Pre service teaching practice: 1.3.1. Trainee :

Javier Albert Gerardo Delgado Espinoza

1.3.2. Trainer

Walter Gamarra Arana.

II.

CAPACITIES:

2.1. Area

2.2. Specific

Comprehension. Production

Identify past events. Talk about their preferences. Talk about past events.

III.

LEARNING STRATEGIES:

SPECIFIC CAPACITIES

CONTENTS COMMUNICATIVE FUNCTION LINGUISTIC GRAMMAR

TECHNIQUES

Express situations and Enhance Ss the use likes about past. of Past Simple. Use of pictures.

Questions and
NOTION VOCABULARY

answers.

Information related to Express situations and cartoons: when they were created and

y create y cartoon y draw y television

Take turns.

Free participation.

likes created them

Individual work.

about past.
TOPIC PRONUNCIATION Pair work.

Did you like cartoons?

y create d

Group work.

/krie t d/
y television

Students ask and answer about famous cartoons from their childhood.

/tel v  n/

IV.

LEARNING DEVELOPMENT:

MOMENTS INTRODUCTION

LEARNING ACTIVITIES
FOR THE TEACHER Greets the class. FOR THE STUDENT Greet the teacher. Say the date.

RESOURCES
 Teachers voice.  Blackboard.  Chalk.  Teachers voice.  Pictures of cartoons  Blu-tack

TIME
1

1. Greeting

Asks for the date and writes it on the board. Shows to the Ss some pictures of famous cartoons, asking Do you know which cartoon is this? (Appendix 1) Sticks the pictures on the board . Ask to the students if they like cartoons. Sticks a wall chart on the bb with some information of each cartoon . (Appendix 2) Hands a reading to be completed (Appendix 3)

M O T I V A T I O N

2. Introducing the new content.

Look at the pictures that are shown. Answer the questions.

A S S E S S M E N T

DEVELOPMENT

Read the information on the wall chart. Read the hand-out and complete the gaps Look at the bb and listen to the teachers explanation. Are able to participate if necessary.  Teachers voice  Blu-tack.  Wall charts  Handouts  Chalk

3. Describing the new content.

Asks to highlight the verbs that are written in past simple and presents the topic. Explain to the Ss the uses of Past Simple and how to form it, using some paper strips. (Appendix 4)

15

4. Practice.

Hands the Ss worksheets out and explains how to do the exercises. (Appendix 5) Check the exercises on the bb. Explains how to play the game and monitors the group work. (Appendix 6) Asks students if they have some doubts. Gives Ss some homework and Explains how to resolve the homework. Says Good bye.

Do the exercises, ask the teacher for help if necessary. Do the exercises on the bb. Listen to the teachers explanation. Work in groups.

-Teachers voice -Worksheets

5. Classroom transfer.

-Teachers voice - Wall-chart.

15

FAREWEL L

6. Extension and consolidation

Ask the teacher about their doubts and Listen to the teachers explanation. Say Good bye

-Teachers voice. -Worksheets

V.

CHART VALUES:

VALUES

ATTITUDES

Responsibility Cooperation Respect

Shows perseverance in his work Works with his partners Shows respect to the ideas of his other friends.

VI.

EVALUATION:

Expected learning Understand the use of Past Simple Tense.

Achievement indicator Participate actively during the class.

Signs of performance Complete exercises. Talk about past events.

Tools

Worksheets Wall-charts

VII.

OBSERVATION GUIDE:

Lesson topic: Indicators The student participates actively in class The student does the exercises correctly A B C D The student produces correct sentences using the learnt language A B C D

Students A B C D

1. 2. 3. 4. 5. 6. 7. 8. 9.
DESCRIPTIVE SCALE: A B C D No mistakes Fewer mistakes Some mistakes A lot of mistakes 18-20 15-17 11-14 05-10

VIII.

SPECIFIC BIBLIOGRAPHY:

6.1 FOR THE TEACHER:

 SELIGSON, Paul, The Mixed Ability Class. Richmond Publishing, 1997  LARSEN FREEMAN, Diane; Techniques and Principles in Language Teaching. Oxford University Press, 1986  OXFORD AVANCED LEARNERS DICTIONARY, oxford University Press (2000)  Ministerio de Educacion English-Students book (2008)
6.2 FOR THE STUDENT:

 All the materials will be provided by the teacher.

Appendix

Appendix 1

Appendi

Akira Toriyama created Dragon Ball in 1984.

Walt Disney created Mickey Mouse in 1928.

Masami Kurumada created Saint Seiya in 1986.

Matt Groening created The Simpsons in 1987.

Masashi Kishimoto created Naruto in 1997.

Boo Kyoung Kimcreated Pucca in 1984.

Appendi
E t t i t ill i t. t t i i t l t

Student A
Pair work: Ask student B for the missing information. Use the questions into brackets When I was younger I used to watch Saint Seiya on TV. Some years ago I realized that . (Who created Saint Seiya?) created it in 1986. When he created it, he named it as Ginga no Rin first. But as he developed it he decided to change its name. Then . (Which company launched it?) launched it in the same year. Since that, it got a lot of fans. It was very popular in many countries, including Peru. It was so famous, that they designed (What did they design?) with the figures of each character. In 2002 they launched the Hades Arc that was as successful as the previous arcs.

Student B
Pair work: Ask student B for the missing information. Use the questions into brackets When I was younger I used to watch Saint Seiya on TV. Some years ago I realized that Masami Kurumada created it in 1986. When he created it, he named it as (How did he name it first?) first. But as he developed it he decided to change its name. Then Toei Animation launched it in the same year. Since that, it got a lot of fans. It was very popular in . (Where it was very popular?). It was so famous, that they designed a line of toys (What did they design?) with the figures of each character. In 2002 they launched the . (What did they launch?) that was as successful as the previous arcs.

Appendi

Sim l

We use it to say past actions

She walked to her work. walk walked

He danced in the party. dance danced

Notes for the teacher: Make the Ss notice the change between the

present form and the past form of the verbs

Appendix 5
Practice N 1 I. Look the past form of the verbs into brackets

F F A R R A I V I M L O V W A

N A L I K W A L K E D E Y C O

S T U D A C D K S L I C A D A

W A T L I S C O V T I N E A D

F A F N I F A Q N I U L W N T

K L A T A K I S M I T D O S A

I E X C C R E A T E D F I T R

M A T Z R Z W D E S I U L E R

F R O W A E L R I U S K I S D

A R W A A Z A D A N C E D C T

M I A K R T G T A D M Y C R L

S V R L R M C A W A I K R E I

T E D E I S C H L L Z S E A K

U D I D V A T C E K O T C D T

D I S C O V E R E D S V T T D

1. I __________ (dance) at the disco last Saturday. 2. Angela __________ (walk) to the school yesterday. 3. Walt Disney ___________ (create) Mickey mouse in 1928. 4. Hiram Bingham _____________ (discover) Machu Picchu in 1911. 5. He _____________ (like) Saint Seiya when he was a child. 6. Michael _____________ (study) English two years ago. 7. Mauro _____________ (arrive) to his house. 8. We ______________ (watch) television last night.

Appendix 6
Game: A crazy week The teacher forms groups of 6. The Ss will be handed some handouts, like these:

Last week I 1. chase 2. touch 3. kill 4. lick 5. kiss 6. kick 1. fish 2. tiger 3. whale 4. dog 5. snake 6. cow

Then, they will throw a dice twice. The first number they got is to choose a verb from the left column and second to choose an animal from the right column. They must say a sentence, in Past Simple, with those words. They must start saying Last week I

Ex: first number: 4 / second number: 1 Sentence: Last week I licked a fish.

Each student must say a sentence in the group. The funniest sentences will be reported in class.

Theoretical Support

I.

INTRODUCTION

In order to fulfil the objectives and functions of the present lesson plan whose main function is to give students the knowledge about Past Simple Tense for the third grade students of Ricardo Palma, it is vital to have a strong and meaningful basis as a standpoint. That is, the lesson plan development will be based on many theories of each theoretical aspect. Regarding to the psychological support, it is important to mention the social, moral and cognitive development, since it has a great influence on the language teaching learning. Then, some pedagogical principles should be studied, because what teacher seeks is not only transmit knowledge, but students integral formation. That is the reason why they are treated in the pedagogical support. For the didactic support i t is considered some language practice items to improve the students language learning. And, the Communicative method, will be studied here as the main theoretical support for this lesson plan.

II.

DISCUSSION OF CONTENTS:

 Thematic Aspects:

Past Simple

Facts or Generalizations

The Past Simple expresses a past action that now finished .  We played tennis last Sunday.  I worked in London from 1994 to 1999.  John left two minutes ago. Notice the time expressions that are used with the Past Simple
last year. last month. I did it five years ago. yesterday morning. in 1985.

(#)

SOARS John and Liz, New Headway students book (Pre-inermediate), pp.132. Oxford Press, 2000

PSYCHOLOGICAL SUPPORT SOCIAL, MORAL AND COGNITIVE DEVELOPMENT

To understand the characteristics of learners in childhood, adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge. Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) has been described in terms of gradual changes in people's belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity. (1)
Individual differences and disabilities

Each person has an individual profile of characteristics, abilities and challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention-deficit hyperactivity disorder, learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, hearing impairment, cerebral palsy, epilepsy, and blindness.
Learning and cognition
(1)

Two fundamental assumptions that underlie formal education systems are that students retain knowledge and skills they acquire in school, and can apply them in situations outside the classroom. But are these assumptions accurate?
(1)http://en.wikipedia.org/wiki/educational_psychology#learning_and_cognition (June, 13th ,2009; 7:47

Research has found that, even when students report not using the knowledge acquired in school, a considerable portion is retained for many years and long term retention is strongly dependent on the initial level of mastery. (1)
Behavioural perspective

Applied behaviour analysis, a set of techniques based on the behavioural principles of operant conditioning, is effective in a range of educational settings. For example, teachers can improve student behaviour by systematically rewarding students who follow classroom rules with praise, stars, or tokens exchangeable for sundry items. Despite the demonstrated efficacy of awards in changing behaviour, their use in education has been criticized by proponents of self-determination theory, who claim that praise and other rewards undermine intrinsic motivation. There is evidence that tangible rewards decrease intrinsic motivation in specific situations, such as when the student already has a high level of intrinsic motivation to perform the goal behaviour. But the results showing detrimental effects are counterbalanced by evidence that, in other situations, such as when rewards are given for attaining a gradually increasing standard of performance, rewards enhanc e intrinsic motivation. (1)
Cognitive perspective

Among current educational psychologists, the cognitive perspective is more widely held than the behavioural perspective perhaps because it admits causally related mental constructs such as traits, beliefs, memories, motivations and emotions. Cognitive theories claim that memory structures determine how information is perceived, processed, stored, retrieved and forgotten. Among the memory structures theorized by cognitive psychologists are separate but linked visual and verbal systems.
(2)

(1) (2)

http://en.wikipedia.org/wiki/educational_psychology#learning_and_cognition http://www.infed.org/biblio/b-learn.htm

III.

PEGAGOGICAL SUPPORT

a. Socialization: The development of a person in the educative process it is not possible without the interaction with others. The socialization implies the recognition of the others. Through the social relationship the person learns to make criticism to the different believes, values, behaviours that are appreciated by the social group which he or she belongs. (3)

b. Individualization: The word individualization refers to an individual thing, it means that something belongs to each person and makes him or her a particular one, where everyone has different manners of thinking, making and feeling. 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. c.
(3)

The 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. (3)

(3)

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

pedagogy. Longman (2001)

IV.

DIDACTIC SUPPORT: The Communicative Method:

 Communicative method always focuses dialogues on communicative functions and not normally memorized. Contextualization is a basic premise and language learning is learning to communicate.  Any device that helps the learner is accepted varying according to their age, interest, etc. Attempts to communicate may be encouraged from the very beginning and judicious use of native language is accepted where feasible.  Translation may be used where students need or benefit from it. Reading and writing can start from the first day and the target linguistic system will be learned best through the process of strugglin g to communicate.  Communicative competence is the desired goal (i.e., the ability to use the linguistic system effectively and appropriately.). here, sequencing is determined by any consideration of content, function, or meaning that maintains interest. Teacher also helps students in any way to motivates them to work with the language.  Language is created by the individual, often through trial and error; intrinsic motivation will spring from an interest in what is being communicated by the language. (4) a.
Diversity: Each person is different from others, if we follow this principle,

them we are going to conclude that inside the classroom we will find different realities.

b.

Trial and error: Humans being learn more from their own mistakes, so it is

helpful to promote practicing in language class creating an atmosphere free of fear of being punished if mistakes are made.

RICHARD, Jack; ROGERS, Theodore; Approaches and Methods in languages teaching. Cambridge University Press. 2003

(4)

V.

TECHNIQUES:

 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.
(5)

 Asking questions: the teacher has to be graded, going from very easy to more difficult answers. The asking questions helps to the teacher control the class to keep the attention of the whole class, to give the students a chance to show their knowledge.


(5)

Giving
(5)

and

following

instructions:

this

simple

but

valuable

communicative activity is used in moment of working with the language.

Language

games:

they are used frequently in Communicative

Approach. The students find them enjoyable, and if they are properly designed, they give students valuable communicative practice. (...) According to Morrow they may have three features of communication: information gap, choice and feedback . (5)

Pair work: it helps to develop skills of communication and listening;

problem solving; decision-making

and critical thinking.

(5)

Some

advantages of this technique are that: weaker students are more likely to participate in small groups; they are more likely to ask questions about things they dont understand, and students are more likely to help each other. (6)

(5)

LARSEN FREEMAN, Diane; Techniques and Principles in Language Teaching. Oxford University Press, 1986. (6) SELIGSON, Paul; The Mixed Ability Class. Richmond Publishing, 1997

VI.

TEACHING AIDS:

 Blackboard: for most teachers the most teaching most visual aid is the blackboard. Whenever possible work on the board should encourage children to think and take actions rather than just to remind them of what they have learned. (7)  Worksheet: by using thus kind of material, students will have the

chance of rehearse the written language. On the other hand, teachers will be able to measure how much students understood before he/she takes any other action. The worksheet needs to be done according to the content of the lessons and taking into account what items of language students are expected to learn and practice.
(7)

 Pictures: Specifically, pictures contribute to interest and motivation ; a sense of the context of the language and a specific reference point or stimulus. (8)

(7)

http://portal.unesco.org/educacion/en/file_donwloaw.php/1022c97f4d50fc48745326e6ec2

0e325fFINAl+cc3- (June, 8th, 2009)

WRIGHT, Andrew, Pictures for Language Learning. Cambridge Press, 1989

VII.

DISCUSSION:

 The lesson plan is presented inside a real context by introducing the communicative method and taking into account one of the most important psychological principles which promotes contextualization and motivation to what is going to be taught. The principles that are related with motivational and affective factors say that the expectation in the students ensures greater interest in the topic and the quality of the learning process.  Another very useful principle applied to this class stage has been the one related to the context learning since the students can get elements received into meaningful information through the interaction in the social and learning environment. Thats why we give information about a topic that is well-known by all students.

VIII.

CONCLUSION:

 The Communicative method makes possible that students find links between what they are learning what is are their own interest. For this reason, this method makes use of communication to teach languages. While traditional languages teaching place a lot of emph asis in grammar rules and verb conjugations; thus, communicative method emphasizes real life situation and communication in context.  Teacher serves more as a facilitator, allowing students to be in charge of their own learning. He or she still sets up e xercises and gives direction to the class, but the students do to much more speaking than in a traditional classroom. 

The use of visual aids is considered so much important in this lesson plan because they make students pay attention easily by giving th em a meaningful idea of the topic. This is the reason why this lesson has been supported by effectively visual aids.

IX.

BIBLIOGRAPHY:

HARMER, Jeremy. How to teach English, Longman (2005) RICHARD, Jack; ROGERS, Theodore; Approaches and Methods in languages teaching. Cambridge University Press. 2003 LARSEN FREEMAN, Diane; Techniques and Principles in Language Teaching. Oxford University Press,1986. SELIGSON, Paul; The Mixed Ability Class. Richmond Publishing, 1997 WRIGHT, Andrew, Pictures for Language Learning. Cambridge Press, 1989 http://www.infed.org/biblio/b -learn.htm (JUNE, 13TH ,2009; 7:50) http://www.englishpage.com