learning session design

8/4/2019 Learning Session Design

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I. BASIC INFORMATION:

1.1. School:

1.1.1. School : Ricardo Palma

1.1.2. Subject : English

1.1.3. Grade and Class : 3rd A

1.1.4. Teacher : Beatriz Cruz Sanchez

1.2. Learning Session:

1.2.1. Session topic : Did you like cartoons?

1.2.2. Date and Time : July 8th, 2011 / 5:00 PM

1.2.3. Class duration : 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. Identify past events.

ProductionTalk about their preferences.

Talk about past events.


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III. LEARNING STRATEGIES:

SPECIFIC

CAPACITIES

CONTENTSTECHNIQUES

COMMUNICATIVE LINGUISTIC

Express

situations

and likes

about past.

FUNCTION GRAMMAR

Use of pictures.

Questions and

answers.

Take turns.

Free participation.

Individual work.

Pair work.

Group work.

Express situations and

likes about past.

Enhance Ss the use

of Past Simple.

NOTION VOCABULARY

Information related to

cartoons: when they

were created and

created them

y create

y cartoon

y draw

y television

TOPIC PRONUNCIATION

Did you like cartoons? y created

/krie t d/y television

/tel v n/SITUATION

Students ask and

answer about famouscartoons from their

childhood.


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IV. LEARNING DEVELOPMENT:

MOMENTSLEARNING ACTIVITIES

RFOR THE TEACHER FOR THE STUDENT

M

O

T

IV

AT

IO

N

INTRODUCTION

1. Greeting

Greets the class.

Asks for the date and writes it onthe board.

Greet the teacher.

Say the date.

2. Introducing

the newcontent.

Shows to the Ss some pictures offamous 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.

Look at the pictures that areshown.

Answer the questions.

DE

VELOPMENT

3. Describing

the newcontent.

Sticks a wall chart on the bb withsome information of each cartoon.

(Appendix 2)

Hands a reading to be completed(Appendix 3)

Asks to highlight the verbs thatare written in past simple and

presents the topic.

Explain to the Ss the uses of PastSimple and how to form it, using

some paper strips.(Appendix 4)

Read the information on thewall chart.

Read the hand-out andcomplete the gaps

Look at the bb and listen to theteachers explanation.

Are able to participate ifnecessary.


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4. Practice.

Hands the Ss worksheets out andexplains how to do the exercises.

(Appendix 5)

Check the exercises on the bb.

Do the exercises, ask theteacher for help if necessary.

Do the exercises on the bb.

-T-W

5. Classroomtransfer.

Explains how to play the gameand monitors the group work.

(Appendix 6)

Listen to the teachersexplanation.

Work in groups.-T- W

F

AREWEL

L

6. Extension

andconsolidation

Asks students if they have somedoubts. Gives Ss some homework

andExplains how to resolve the

homework.

Says Good bye.

Ask the teacher about theirdoubts and

Listen to the teachersexplanation.

Say Good bye

-T-W


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V. CHART VALUES:

VALUES ATTITUDES

Responsibility Shows perseverance in his work

Cooperation Works with his partners

RespectShows respect to the ideas of his other

friends.

VI. EVALUATION:

Expected

learning

Achievement

indicator

Signs of

performanceTools

Understand the

use of Past

Simple Tense.

Participate actively

during the class.

Complete

exercises.

Talk about past

events.

Worksheets

Wall-charts


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VII. OBSERVATION GUIDE:

Lesson topic:

Indicators

Students

The student

participatesactively in class

The student

does theexercisescorrectly

The student

produces correctsentences using

the learntlanguage

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

1.2.

3.

4.

5.

6.

7.8.9.

DESCRIPTIVE SCALE:

A No mistakes 18-20

B Fewer mistakes 15-17

C Some mistakes 11-14

D A lot of mistakes 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.


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AAppppeennddiixx


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Appendix 1


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Appendi

Akira Toriyama created Dragon Ball in

1984.

Walt Disney created Mickey Mousein

1928.

Masami Kurumada created Saint Seiya in

1986.

Boo Kyoung Kimcreated Pucca in 1984.

Masashi Kishimoto created Naruto in 1997.

Matt Groening created The Simpsons in1987.


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Appendi

E t t ill i t t i i t l t

t i 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. Sincethat, it gota 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 2002they 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 gota lot of fans. It wasvery 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 theylaunched the . (What did they

launch?) that was as successful as the previous arcs.


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Appendi

P Sim l

E

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

present form and the past form of the verbs

We use it to say past actions

She walked to her work.

He danced in the party.

dance

walkedwalk

danced


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Appendix 5

Practice N 1

I. Look the past form of the verbs into brackets

F N S W F K I M F A M S T U D

F A T A A L E A R R I V E D I

A L U T F A X T O W A R D I S

R I D L N T C Z W A K L E D C

R K A I I A C R A A R R I V O

A W C S F K R Z E Z T M S A V

I A D C A I E W L A G C C T E

V L K O Q S A D R D T A H C R

I K S V N M T E I A A W L E E

M E L T I I E S U N D A L K D

L D I I U T D I S C M I Z O S

O E C N L D F U K E Y K S T V

V Y A E W O I L I D C R E C T

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

A O A D T A R R D T L I K 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.


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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: 1Sentence: Last week I licked a fish.

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

reported in class.


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TThheeoorreettiiccaall

SSuuppppoorrtt


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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.


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II. DISCUSSION OF CONTENTS:

Thematic Aspects: Past Simple

Facts or Generalizations

The Past Simple expresses a past action that now finished .

We playedtennis last Sunday.

I workedin London from 1994 to 1999.

John lefttwo minutes ago.

Notice the time expressions that are used with the Past Simple

I did it

last year.

last month.

five years ago.

yesterday morning.

in 1985.

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

Press, 2000


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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. (1)

Learning and cognition

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


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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 enhance 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)http://en.wikipedia.org/wiki/educational_psychology#learning_and_cognition

(2)http://www.infed.org/biblio/b-learn.htm


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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. (3)

c. 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)


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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.

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


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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 and following instructions: this simple but valuable

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

(5)

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


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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)(8)

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


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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.


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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:


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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

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