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LEARNING SESSION DESIGN

I. GENERAL INFORMATION

1. Educational Institution

1.1. School : I.E. Mara Negrn Ugarte.
1.2. Subject : English
1.3. Class : 5
th
C
1.4. School Teacher : Miryam Alvarado Centurin.

2. Lesson Plan

2.1. Lesson topic : Classroom Language
2.2. Date and Time :Thursday , June 20th, 2013 11:05
11:50 am
2.4 Class duration : 45 minutes

3. References

3.1. Trainee : Deisy Snchez Meja
3.2. Trainer : Oscar Lavado Ortiz



II. CAPACITIES

Area capacities Specific capacities

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Text comprehension Identify commands given in the
classroom.

Text production Write and say commands in affirmative
and negative form.

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III. LEARNING STRATEGIES



SPECIFIC CAPACITIES
CONTENTS


TECHNIQUES
Communicative Linguistic










Identify and use
classroom language by
doing the commands
given.

Function Grammar
Showing
pictures.

Giving
instructions.

Individual
work.

Work in
pairs

Class
participation

Worksheet


Giving
commands.

Imperatives
(Positive and
negative form)
Notion Vocabulary






Commands
Sit down
Stand up.
Clean the board
Be quiet.
Dont eat in
class
Open the door
Dont cheat in
the exam
Listen to the
teacher.
Speak English
Use a dictionary
Open your book

Topic

Classroom
language

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IV. LEARNING DEVELOPMENT:
STEPS
LEARNING ACTIVITIES
RESOURCES TIME
For the teacher For the students
INTRODUCTIO
N
1.Greeting
M
O
T
I
V
A
T
Greets the class and introduces
herself.
Asks for the date and writes it
on the board.

Greet the
teacher.
Say the date.


Teachers
voice.
Board.
Marker

2

A
S
S
E
S
S
M
2. Introducing the
new knowledge
Talks to students about
situations when people use
commands
Gives students some examples.
Listen to the
teacher.
Teachers
voice
Pictures
Board

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DEVELOPMEN
T
3. Describing the
new knowledge
Sticks some pictures on the
board (appendix 1)
Hands students some
wordcards out to match them
with the pictures.
Asks students to go to the
board and match their
wordcards.
Participate

Do the task.
Teachers
voice.
Students
voice
Wordcards
Pictures
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4. Controlled
Practice
Asks some students to go in
front of the class. And asks
them to give their classmates
some commands learnt in the
Listen to the
teachers
instructions.
Participate
Teachers
voice
Students
voice

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5

I
O

N
class.
Hands students a worksheet out
for them to do a task.(appendix
2)
Gives instructions.
Monitors and supports students

Do the task. worksheets E
N
T

5. Free Practice.


Asks students to work in groups
of five.
Asks them to write down 5
Classroom Rules
Walks around the class and
helps when it is needed.

Do the task
Share their
information
with their
classmates.
Teachers
voice
Students
voice


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FAREWELL
6. Extension,
consolidation

Asks students if they have some
doubts.
Hands students a worksheet out
to do a task.(appendix 3)
Says good bye and thanks for
paying attention.
Listen to the
teacher.

Say good bye.
Teachers
voice
Students
voice
3



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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
performance
Tools

The students
identify imperatives.

Participate
actively during
the class.

Answer
questions.
Do the tasks.

Worksheets.



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VII. OBSERVATION GUIDE
The student
participates
actively during
the class using
the imperatives
correctly
The student
completes
exercises about
imperatives
The student
gives
commands.
A B C D A B C D A B C D
1.
2.
3.
4.
5.
6.
7.
8.


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





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VIII. SPECIFIC BIBLIOGRAPHY

8.1 For teachers:
CAMBRIDGE COMPACT DICTIONARY. Cambridge University
Press (2004)
MINISTERIO DE EDUCACIN. English-Students book.(2012)

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_theo
ry%29
http://www.google.com.pe/search?hl=es&cp=32&gs_id=3k&x
hr=t&q=examples+of+listening
http://www.cambridge.org/other_files/downloads/esl/booklet
s/Brown-Teaching-Listening.pdf

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APPENDIX 1:
























Stand up.
Clean the board
Sit down
Listen to the teacher
Dont cheat in the exam
Open the door
Dont eat in class
Be quiet.
Close your book
Speak English
Use a dictionary
Open your book

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APPENDIX 2: Worksheet
Name: ____________________________________________ Date:______________
I. - Choose a command for each situation.
Clean the board / be quiet / close the window / open your book / do your homework / dont
eat in class





Clean the board


















II.- Do or dont ? III.- write the opposite commands.

1.- cheat in the exam (X)
2.- dance in class ( )
3.-be silent ( )
4.-eat a chocolate ( )
5.-wear a clean uniform ( )


1.- open the door = dont open the door
2.-sit down=_______________________________________
3.-write on the board=___________________________
4.-speak aloud=___________________________________
5.-dont pay attention=___________________________

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APPENDIX 3: Homework
Name: __________________________________Date_________________
I. Write the right command.(10pts)
Example:
Dont pay attention: Pay attention.
1. Dont be quiet: _____________
2. Cheat in the exam : ___________
3. Drop waste: ________________
4. Dont listen to the teacher : _____________
5. Eat in class : ________________

II. Put the words in order to form commands. Use dont if necessary.(10pts)
Example:
in the cinema / speak / aloud
Dont speak aloud in the cinema
1. mothers advice / listen to / your
____________________________________
2. in the hospital / make / noise
____________________________________
3. go to bed / late
____________________________________
4. your homework / do / now
____________________________________
5. early / go to school
___________________________________




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INTRODUCTION


The following theoretical support is designed for fifth year C of Mara
Negrn High school with the topic Classroom Language.
This lesson was designed using the Communicative Method. Several
educational principles, techniques and teaching aids that are going to be
used during the class were chosen according to this method.
Finally, there will be a discussion of the content compared with the topic
and some conclusions are going to be deduced from the discussion.
This lesson plan will be developed expecting to achieve the goals
proposed.







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DISCUSSION OF CONTENTS

THE IMPERATIVE

We can express commands in English by an imperative sentence made with the
infinitive without to.
You can use the imperative form to give an order, a warning, or some advice.
Examples:
Be careful. Open your books. Come here.
For the negative commands we use do not or don't .
Examples:
Don't be late. Do not sit down. Don't have so many bags.
The imperative is formed the same for all subjects (you, he, we, they), but you
can include yourself in the imperative by adding "Let's,"
Example:
"Let's go for a swim."

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We can mention a person in the command, usually at the end of the sentence.
Example:
Have something to eat, Greg.
If we talk to more people, we use the pronoun you to make the distinction
between them.
Examples:
You take these bags and you park the car. You wait here and I'll call the police.
If you want to be more polite when using an imperative, just add "please." For
example, "Please leave me alone. I'm trying to learn English!"





I. PSYCOLOGICAL SUPPORT

1.1 Constructivist Theory (J. Bruner)
According Bruner, the learning is an active process in which learners
construct new ideas or concepts based upon their current/past
knowledge. The learner selects, relying on a cognitive structure to do so.
Cognitive structure provides meaning and organization to experiences
and allows the individual to go beyond the information given.
The teacher or instructor should try and encourage discovering principles
by themselves.
Brunner (1996) states that theory of instruction should address four major
aspects:

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1. Predisposition towards learning.
2. The ways in which a body of knowledge can be structured so that it
can be most readily grasped by the learner.
3. The most effective sequences in which to present material.
4. The nature and pacing of rewards and punishments.

Principles
- Instruction must be concerned with the experiences and contexts that
make the student willing and able to learn (readiness).
- 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).

Constructivist learning intervention
The importance of the background and culture of the learner
Social constructivism or socio culturalism encourages the learner to arrive
at his or her version of the truth, influenced by his or her background,
culture or embedded worldview. Historical developments and symbol
systems, such as language, logic, and mathematical systems, are
inherited by the learner as a member of a particular culture and these are
learned throughout the learner's life. This also stresses the importance of
the nature of the learner's social interaction with knowledgeable
members of the society. Without the social interaction with other more
knowledgeable people, it is impossible to acquire social meaning of
important symbol systems and learn how to utilize them. Young children
develop their thinking abilities by interacting with other children, adults
and the physical world. From the social constructivist viewpoint, it is thus
important to take into account the background and culture of the learner

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throughout the learning process, as this background also helps to shape
the knowledge and truth that the learner creates, discovers and attains in
the learning process.

Learning is an active, social process
Social constructivism, strongly influenced by Vygotsky's work (1978),
suggests that knowledge is first constructed in a social context and is
then appropriated by individuals According to social constructivists; the
process of sharing individual perspectives-called collaborative
elaboration results in learners constructing understanding together that
wouldn't be possible alone.
Vygotsky (1978) also highlighted the convergence of the social and
practical elements in learning by saying that the most significant moment
in the course of intellectual development occurs when speech and
practical activity, two previously completely independent lines of
development, converge. Through practical activity a child constructs
meaning on an intra-personal level, while speech connects this meaning
with the interpersonal world shared by the child and her/his culture.
Dynamic interaction between task, instructor and learner
A further characteristic of the role of the facilitator in the social
constructivist viewpoint is that the instructor and the learners are equally
involved in learning from each other as well. This means that the learning
experience is both subjective and objective and requires that the
instructors culture, values and background become an essential part of
the interplay between learners and tasks in the shaping of meaning.
Learners compare their version of the truth with that of the instructor and
fellow learners to get to a new, socially tested version of truth. The task
or problem is thus the interface between the instructor and the learner.
This creates a dynamic interaction between task, instructor and learner.
This entails that learners and instructors should develop an awareness of

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each other's viewpoints and then look to their own beliefs, standards and
values, thus being both subjective and objective at the same time.
1.2 Experiential learning
It is the process of making meaning from direct experience. Simply put,
Experiential Learning is learning from experience. The experience can be
staged or left open. Aristotle once said, "For the things we have to learn
before we can do them, we learn by doing them." David A. Kolb helped to
popularize the idea of experiential learning drawing heavily on the work
of John Dewey, Kurt Lewin, and Jean Piaget. His work on experiential
learning has contributed greatly to expanding the philosophy of
experiential education. Staged experiential learning is often called a
Dynamic Learning Experience (DLE) in certain high hazard industries.
According to David Kolb, an American educational theorist, knowledge is
continuously gained through both personal and environmental
experiences
.
He states that in order to gain genuine knowledge from an
experience, certain abilities are required:

1. The learner must be willing to be actively involved in the experience;
2. The learner must be able to reflect on the experience;
3. The learner must possess and use analytical skills to conceptualize the
experience; and
4. The learner must possess decision making and problem solving skills in
order to use the new ideas gained from the experience.

II. PEDAGOGICAL SUPPORT
The education nowadays is oriented by a series of principles that defines
and clarifies its notion.

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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, behaviors that are appreciated by the social group which he or she
belongs.

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.
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.

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.










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III. DIDACTIC SUPPORT
THE COMMUNICATIVE APPROACH
The communicative approach is based on the idea that learning language
successfully comes through having to communicate real meaning. When
learners are involved in real communication, their natural strategies for
language acquisition will be used, and this will allow them to learn to use the
language.
Basic principles for teachers:
A teachers main role is a facilitator and monitor rather than leading
the class.
Lessons are usually topic or theme based with the target grammar
hidden in the context.
Lessons are built round situations practical and authentic in the real
world.
Dialogues are used that center around communicative functions, such
as socializing, giving directions, making telephone calls, exchanging
information.
Emphasis on communication and meaning rather than accuracy. Being
understood takes precedence over correct grammar.
Communicative competence is the desired goal.
Basic principles for learners:

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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 languages a number of times, slowly
building on accuracy.
A language is created by the individual often through trial and error.
Learners interact with each other in pairs or groups to encourage a tic
language and maximize the percentage of taking time rather than just
teacher to student.
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.

Communicative Activities
The above characteristics make up a communicative methodology, which
determines the specific, individual methods and activities we refer to as
communicative. You can see then, from this and from earlier sections on other
approaches, that the larger ideas about languages and how they are learned
have a top-down effect on the general methodology we follow and ultimately
the individual activities that we pencil into our lesson plans. So, what follows is
a brief look at four activities that, after introducing and practicing useful
expressions and vocabulary, might be employed in a communicative classroom.
Each activity has its strengths and weaknesses.
TECHNIQUES

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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.
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.
Giving and following instructions: this simple but valuable communicative
activity is used in moment of working with the language.
Pair work: it helps to develop skills of communication and listening;
problem solving; decision-making and critical thinking.










TEACHING AIDS:

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Board: For most teachers the most visual aid is the board. 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.

Teachers voice: 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.

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.

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

Class Participation: It is used to motivate the students to participate in class.

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








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DISCUSSION

The lesson plan is presented inside a real context by introducing the
communicative approach and taking into account one of the most
important psychological principles which promotes contextualization
and motivation to what is going to be taught.
Students of public schools need to learn how to express commands
because their English level is very poor. Moreover, the majority of
students are not interested in learning the language due to the social
context.
Students dont have the same pace to learn, so the teacher must always
keep in mind that we have to see students as a single person with her
own characteristics, but also not to ignore that they have to get involved
with their peers (the class as a whole). Trying to change the traditional

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way or teaching, we have to provide opportunities to the students so
they can develop their autonomy and creativity.
The different principles consider that it is important to be aware that
each person is very different from each other so we have to consider a
variety of activities. It is important that the teacher creates an
environment of cooperation and participation in the classroom.
The techniques must be chosen according to what the teacher considers
is the best way to introduce new information.







CONCLUSION

The communicative approach will help to put emphasis on developing
students communicative skills.

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The communicative approach says language is interaction; it is an
interpersonal activity and has a clear relationship with society.
Teacher serves more as a facilitator, allowing students to be in charge of
their own learning. She still sets up exercises and gives direction to the
class, but the students do to much more speaking than in a traditional
classroom.
Psychological theories play an important role during the learning session
because they provided the teacher with basic information about the
students background, personality and the way they learn. So the students
performed a good job since they learnt by doing task on their own and
socially.
The different activities and teaching aids presented by the trainee could
catch all the students attention.
The formative evaluation allows the trainee to measure students success
in accomplish the lessons objectives.











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BIBLIOGRAPHY

HARMER, Jeremy. How to teach English, Longman(2005)
RICHARD, Jack; ROGERS, Theodore; Approaches and Methods in languages
teaching. Cambridge University Press. 2003

WEBSITES

http://www.learning-theories.com/
http://www2.education.ualberta.ca/staff/olenka.bilash/Best%20of%20Bilash/
inductivedeductive
http://www.englishclub.com/grammar/adjectives-superlative_2.htm
http://www.learnenglish.de/grammar/adjectivesuper.htm






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