LESSON PLAN

I. BASIC INFORMATION:

1.1. Educational institution: I.E San Juan Foreign Languages 1st J Mrs. Olga Plascencia

1.1.1. Educational institution 1.1.2. Area 1.1.3. Grade and Class 1.1.4. Teacher

: : : :

1.2. Learning Session: likes and dislikes October 13th, 2010; 5:30 p.m. 45 minutes.

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

: : :

1.3. With reference to the teaching practice: 1.3.1. Trainee 1.3.2. Trainer : : Garca Pea Jossy Liz. Mrs. Maruzzela Beltrn Centurin.

II.

CAPACITIES:

2.1.CAPACITIES OF AREA

2.2. SPECIFIC CAPACITIES

Text production

Talk about somebodys likes and dislikes. Use of like/love and dont like.

Text comprehension

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III.

LEARNING STRATEGIES:

SPECIFIC

CONTENTS TECHNIQUES

CAPACITIES

COMMUNICATIVE

LINGUISTIC Simple present tense

Report on peoples

FUNCTIONS

GRAMMAR

Use of pictures.

Talking about somebodys likes and

Questions and

likes and

answers.

dislikes.

dislikes.

Individual work.

NOTION

VOCABULARY

Pair work

pizza

Expressing likes and

hamburger

dislikes.

countryside

TOPIC

zebra

penguins

Which are your likes and dislikes? ice cream lion

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IV.

LEARNING DEVELOPMENT:

LEARNING ACTIVITIES MOMENTS 1. Greeting new FOR THE TEACHER Greets the class. Asks for the date and writes it on the board. INTRODUCTION 2. Introducing knowledge. the Sticks some pictures on the bb and provides Ss FOR THE STUDENT Greet the teacher. Say the date. Students match the pictures to the wordcards. RESOURCES Teachers voice Board. Chalk. Teachers voice Pictures, phrases 5 2 TIME

wordcards for Ss to match them to the pictures. 3. Describing language. the new Makes the Ss notice the use of the like & love and dont like by eliciting them to say the rule: DEVELOPMENT

They listen to the teacher and try to internalize new vocabulary and figure out the rule for using like & love and dont like.

Teachers voice Board Reading text

like & love ---- likes dont like ---- dislikes Hands a reading text out for Ss to comprehend the use of like & love and dont like

They read the text.

12

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4. Practice.

Hands some worksheets out for the Ss to answer some questions about the reading.

They answer the questions about the reading text. Worksheets 12

Monitors walking

Ss

work

by the

around

classroom and helping if necessary. 5. Classroom transfer. Prompts the Ss to work in pairs to talk about what do they like/love/dont like to do. 6. Extension consolidation FAREWELL and Asks students if they have any doubts. Gives Ss worksheets as They ask the teacher about their doubts. Say good bye Teachers voice. Worksheets Students voice 3 They ask and answer. Teachers voice 11

homework. Says good bye.

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V.

CHART VALUES: VALUES Responsibility Cooperation Respect Help and support their classmates. Respect the teacher. Respect their classmates opinions. Respect the classroom rules. Do their homework Participate in the class. ATTITUDES Do the activities.

VI.

EVALUATION: ACHIEVEMENT INDICATOR Identify the use of like/love and SIGNS OF TOOLS PERFORMANCE Find out the rule: like/love for likes and dont like for and about dislikes. Perform mini Worksheets

EXPECTED LEARNING

Use of the like /love and dont like properly.

dont like. Ss ask

answer

their likes and dislikes.

dialogues in twos.

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VII.

EVALUATION GUIDE: Indicators Student question using like participate using like and dont and dont like actively in class properly A B C D A B C D A B C D like. Ask and answer Produce sentences

Student

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.

DESCRIPTIVE SCALE: A B C D No mistakes Fewer mistakes Some mistakes A lot of mistakes 18-20 15-17 11-14 O5-10

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VIII.

ATTITUDE:

Do they Do they pay Students

N

Do they respect their participate in classmates the class? opinions?

Do they do their homework? Total Observations

respect the teacher?

name

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16.

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IX.

SPECIFIC BIBLIOGRAPHY:

8.1.FOR THE TEACHER:

HARMER, Jeremy. How to teach English, Longman (2005) LARSEN FREEMAN, Diane; Techniques and Principles in Language Teaching.

Oxford University Press, 1986

CAMBRIDGE KLET COMPACT DICTIONARY, Cambridge University Press

(2004) Ministerio de Educacin English Students Book (2008)

8.2.FOR THE STUDENT:

All the materials will be provided by the teacher

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APPENDIX 1 Mat ch t he pi ct ures wi t h t he wordca rds.

countryside

zebra

play football

penguins

zebra

pizza

hamburger

play tennis

play football ice cream

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APPENDIX 2 Students read the following the text.

My name is Diego Forlan. Im 28 years old. I come from Paraguay and Im a famous football player. I love to play football and I love vacations. During my vacations I do many things. For example: On Mondays, I like to go to the countryside with my girlfriend. On Tuesdays I visit my best friends. They are Cristiano and Larissa. I like to play football with Cristiano but Larissa doesnt like to play football with us, she likes to play tennis. On Wednesdays, we go to the cinema. On Thursdays, we go to the zoo. Cristiano likes zebras and Larissa loves penguins, but I dont like zebras and penguins I love lions. On Fridays, we go to a restaurant. I like hamburgers, but Cristiano doesnt like hamburgers, he loves pizza and Larissa loves ice cream. On Weekends, I visit my parents and we spend all day together.

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APPENDIX 3 Students answer the following questions about the reading text.

My vacations
Name: _________________________Class: _______ Date: _______
I. Read the text and choose the correct alternative. 1. The text is about: a. Cristiano Ronaldos life b. Diego Forlans vacations c. Diego Forlans daily activities 2. Put true (T) or false (F) according to the text and correct the false ones as in the example. T a. Diego Forlan is a doctor ( ) F ( F )

Diego Forlan is a football player .

b. Diego Forlan likes to play football with Cristiano _______________________________________ c. Larissa doesnt like zebras. _______________________________________ d. Cristiano likes to play tennis. _______________________________________ e. Diego Forlan doesnt like lions. _______________________________________ f. Larissa loves pizza. _______________________________________ ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( ) ( )

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II. Complete the following sentences according to the text as in the example.

1. Diego Forlan loves to go to the countryside with his girlfriend. 2. Diego Forlan _____________ play football with Cristiano, but Larissa __________ play tennis. 3. Diego Forlan _____________ zebras and penguins. He ____________ lions. 4. Cristiano penguins. 5. Diego Forlan _____________ hamburgers, Cristiano ____________ pizza and Larissa _____________ ice cream. ______________ zebras and Larissa ____________

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APPENDIX 4 Students ask and answer questions and complete a chart

Which are your likes and dislikes?

You Partner

likes

1. _____________________ 2. _____________________ 3. _____________________

1. _____________________ 2. _____________________ 3. _____________________

dislikes

1. _____________________ 2. _____________________ 3. _____________________

1. _____________________ 2. _____________________ 3. _____________________

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APPENDIX 5 HOMEWORK What do you like to do on vacations? Write a shot paragraph about your likes and dislikes. __________________________________________________________________

__________________________________________________________________

_________________________________________________________________

__________________________________________________________________

_________________________________________________________________

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I. INTRODUCTION The present work has been made with the purpose of explaining the principles and

techniques that the author has used in the elaboration of his learning session. This

explains the psychological, pedagogical and didactic support according to the last

investigations in teaching foreign languages.

Nowadays there are lot of approaches and methods, so the author has considered using

the following approaches, methods and techniques for the following work.

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II. DISCUSSION OF CONTENTS 1. Thematic Aspects: LIKES, DISLIKES AND PREFERENCES

hVERBS

LIKE I like to

LOVE

DONT LIKE

play I love to go to I dont like zebras. cinema. He doesnt like

football

He likes to play He loves pizza. football

hamburgers.

She likes to play She loves ice She doesnt like to tennis cream. play football.

You use these verbs to express likes, dislikes and preferences For example: I love football, but I dont like volleyball. I like ice cream, but I dont like vegetables.

I like

I love

I dont like

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III. PSYCHOLOGICAL SUPPORT

THE MEANINGFUL LEARNING

David Ausubel is a psychologist who advanced a theory which contrasted meaningful learning from rote learning. In Ausubel's view, to learn meaningfully, students must relate new knowledge (concepts and propositions) to what they already know. He proposed the notion of an advanced organizer as a way to help students link their ideas with new material or concepts. Ausubels theory of learning claims that new concepts to be learned can be incorporated into more inclusive concepts or ideas. These more inclusive concepts or ideas are advance organizers. Advance organizers can be verbal phrases, or a graphic. In any case, the advance organizer is designed to provide, what cognitive psychologists call, the "mental scaffolding: to learn new information. Meaningful Learning Contrasted with Rote Learning Type of Learning Characteristics

1. Meaningful Learning:

Non-arbitrary,

non-verbatim,

substantive

incorporation

of

new

knowledge into cognitive structure.

Deliberate effort to link new knowledge with higher order concepts in cognitive structure

Learning related to experiences with events or objects. Affective commitment to relate new knowledge to prior learning.

2. Rote Learning:

Arbitrary, verbatim, non-substantive incorporation of new knowledge into cognitive structure.

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No effort to integrate new knowledge with existing concepts in cognitive structure.

Learning not related to experience with events or objects. No affective commitment to relate new knowledge to prior learning.

Meaningful learning "subsumes" new information into existing structures and memory systems, and the resulting associative links create stronger retention. Rote learningtaking in isolated bits and pieces of information that are not connected with one's existing cognitive structures - has little chance of creating long-term retention. Children are good meaningful acquirers of language because they associate sounds, words, structures, and discourse elements with that which is relevant and important in their daily quest for knowledge and survival.

The Principle of Meaningful Learning is quite simply stated: Meaningful learning will lead toward better long - term retention of learned material than rote learning. The language classroom has not always been the best place for meaningful learning. In the days when the Audiolingual Method was popular, rote learning occupied too much of the class hour as students were drilled and drilled in an attempt to "over learn" language forms.

Any learning situation can be meaningful if:

a)

Learners have a meaningful learning set - that is, a disposition to relate the new learning task to what they already know.

b)

The learning task itself is potentially meaningful to the learners - that is, relatable to the learner's structure of knowledge.
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The Principle of Meaningful Learning tells us that some aural -oral drilling is appropriate; selected phonological elements like phonemes, rhythm, stress, and intonation, for example, can indeed be taught effectively through pattern repetition.

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

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. 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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V. DIDACTIC SUPPORT The Communicative Approach: The Communicative Approach to ESL is an approach to language learning that emerged in the 1970s and 1980s as the emphasis shifted from knowledge of language forms, meanings and functions to the use of language, the ability to apply the knowledge acquired. Principles of the Communicative Approach to ESL

Principle Authentic materials are used Teacher uses

Application newspaper weather columns, reports, job

advertisements, catalogues One function can have many different forms

menus,

Students can communicate for a specific purpose in many ways

Students need to learn cohesion and coherence

Teacher uses activities such as scrambled sentences

Students should be given the opportunity to Games are useful as are activities where students express their opinions must communicate and receive feedback (did the listener/reader understand?) Errors are tolerated to a certain extent Other students and teacher ignore errors

Encourage cooperative relationships among Teacher uses strip stories; students work together students; opportunity to negotiate meaning to predict next picture

The social context of the communicative is Teacher uses role-plays essential

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Learning to use language forms appropriately is Teacher reminds student of the role they are important playing or the particular situation they are in and how that impacts on the communication; teacher encourages students to develop independent learning skills Teacher acts as advisor/facilitator Teacher moves from group to group, offering advice and answering questions; teacher

collaborates with students to select goals, content and processes Speakers have choices in communication of Students and teacher suggest alternative forms what to say and how to say it that could be used

Students should be given opportunities to For homework, students are asked to listen to a develop strategies for interpreting language as it debate on the radio or watch one on television is actually used by native speakers

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VI.

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.

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.

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VII.

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.

Pictures: many people who use pictures do so the convey information and to make difficult things easier to understand. This is useful, but pictures can also be used as a way of posing problems and developing activity and critical thinking.

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.

VIII.

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. 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.

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 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. IX. CONCLUSION

The Communicative approach makes possible that students find links between what they are learning what is are their own interest. For this reason, this approach makes use of communication to teach languages. While traditional languages teaching place a lot of emphasis in grammar rules and verb conjugations; thus, communicative approach 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 exercises 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 them a meaningful idea of the topic. This is the reason why this lesson has been supported by effectively visual aids.

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X.

BIBLIOGRAPHY

HARMER, Jeremy. How to teach English, Longman(2005) RICHARDS, Jack; RODGERS, Theodore; Approaches and Methods in languages teaching. Cambridge University Press. 2003 LARSEN FREEMAN, Diane; Techniques and Principles in Language Teaching. Oxford University Press, 1986. MICHAEL SWAM; CATHERINE WALTER; The New Course, Student 1; Cambridge University Press.(2004) Cambridge English

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