NATIONAL UNIVERSITY OF TRUJILLO

Foreign Language Department

LESSON PLAN DESIGN

LESSON TITTLE: "Describing Past Weather and Feelings"

TRAINER: Angulo Montoya, Eduardo

TRAINEE:
Veloz Caballero, Tracy Geraldine

YEAR: V

TRUJILLO PER
2017

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 Presentation... 2
LESSON PLAN
I. General information.. 3
II. Learning Achievement ... 4
III. Learning strategies 5
IV. Learning development . 6
V. Chart values .. 8
VI. Evaluation .. 9
VII. Observation guide 10

VIII. Appendix
Appendix 1 12
Appendix 2 13
Appendix 3 14

THEORETICAL SUPPORT
I.
1. Thematic aspects . 16
2. Psychological Support.. 18
3. Pedagogical Support. 21
4. Didactic Support. 22
5. Techniques 27
6. Teaching Aids. 28
7. Evaluation 30
II. DISCUSSION .. 31
III.CONCLUSIONES 32
IV. BIBLIOGRAPHY.. 33

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 PRESENTATION

At present time, the use of English is very important. It is common to see many people
learning English for specific purposes such as communication, business, politics,
science, entertainment, internet and diplomacy. That is why the need for fluency in
English language has increased.
The following lesson plan DESCRIBING PAST WEATHER AND FEELINGS has
been written for second grade C students of Antonio Torrez Araujo. 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, for explain how they can tell a describing yesterday weather and
feeling using the verb to be (was / were) past simple.
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
second year students.
The techniques and the materials have been chosen, bearing in mind the method
selected.

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 LEARNING SESSION DESIGN

I. GENERAL INFORMATION

1. Educational Institution

1.1 School: I.E. N80002 ANTONIO

TORREZ ARAUJO
1.2 Subject: English
1.3 Grade: 2
1.4 Class: C
1.5 School teacher: Chvez Carmona, Mara Esther

2. Lesson plan
2.1. Lesson topic: Describing Past Weather and
feelings
2.2 Didactic Support: Communicative approach
2.3 Date and time: Thursday, June 15th 2017
9:15am 10:00am

2.4 Class duration: 45 minutes

3. References

3.1 Trainer: Angulo Montoya, Jose Eduardo

3.2 Trainee: Veloz Caballero, Tracy Geraldine

II. LEARNING ACHIEVEMENT:

CAPACITIES:

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 2.1 AREA CAPACITIES: 2.2 SPECIFIC CAPACITIES:

Text comprehension Identify general and specific

information about the past
weather and feelings.

Oral production Ask and give information about

past weather and feelings.

Text production Ask and answer questions about

yesterday past weather and
feelings.

II. LEARNING STRATEGIES

SPECIFIC CONTENTS
CAPACITIES TECHNIQUES
COMMUNICATIVE LINGUISTIC

FUNCTION GRAMMAR

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 Talking about past
weather and feelings.
Past simple:
Talking about the Showing
weather - To be (was / were) pictures
Exchanging - Affirmative forms
information about
Identify general and theirs feelings.
specific information
about past weather and
feelings. Questions and
NOTION
VOCABULARY answers

Cold sick
Hot tired
Rainy sad Following
Sunny angry instructions
Weather and Feelings Cloudy was
Windy were
Happy
Ask and give Individual
information about past work
weather and feelings. TOPIC PRONUNCIATION

Cold /kold/
Hot /ht/
Rainy /re.ni/ Class
Describing past weather
Sunny /sn.i/ participation
and feelings.
Cloudy /kla.di/
Windy /wndi/
Happy / hpi /
Sick / sk/
Ask and answer Tired / tard /
questions about past Sad / sd /
weather and feelings.
Angry/ gri/
Was /wz/
Were /wr/

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 III. LEARNING DEVELOPMENT

MOMENTS LEARNING ACTIVITIES T

MOTIVATION FOR THE TEACHER FOR THE STUDENT ASSESSMENT RESOURCE I
THE TEACHER: S M
E
Checks the correct
1. GREETING

Praises the Ss with encouraging Greet the teacher. answer. Teacher'

word Say the date. Checks previous s voice
Shows a good sense of humor with Greets the class Pay attention to the knowledge. Board 3
INTRODUCTION

a laught. teacher Watches body language. Marker

Moves around the classroom. Asks for the date and
writes it on the boar

Previous knowledge.
Gives intructions to created a Checks if Ss are
3.DESCRIBING NEW 2. INTRODUCING

mental image to capture theirs Asks to remember and only Listen the to the teacher interested in the Teacher'
THE NEW

attention. imagine how was the weather the Answer the teachers activity and motivated s voice
Makes sure Ss know what they are previous day. questions to participate. 5
expected to learn. Asks Ss to make gestures of how Pay attention to the Checks if Ss understand Pictures
Intonates the instructions giving they felt the day before. teacher the instructions. .
KNOWLEDGE

excitement or emotion
Introduce the topic Describing Pay attention to the Watches body language.
DEVELOPMENT

Praises the Ss with encouraging teacher Board

NOWLEDGE

yesterday weather and feelings

words. Listen to the teacher Checks the correct Teacher'
Maintains eye contact during Ask some questions about how Answer the questions answer of the date. s voice 10
teacher-student interaction. they were yesterday. Checks if Ss understand Student
Provides opportunity for Ss to Asks Ss What was the day the instruction. s voice
speak or participate. yesterday? (Appendix 1)
Gives the students some
Involves Ss in his/her activity. examples. Pay attention to the Checks the correct Teacher's
PRACTICE4. CONTROL

Give a worksheet to identify the 6

Tells the Ss how well they have weather. (Appendix2) teacher answer of the voice
Ask the Ss to recognize some 6
done. Listen to the teacher weather. Students
Provides opportunity for Ss to vocabulary with some images. Answer the Checks if Ss are voice
speak or participate. Give a worksheet to complete the questions interested in the Work
Shows a good sense of humor. sentences. (Appendix3) activity and sheet.

motivated to
participate.
PRACTICE

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 Listen to the teacher

CONSOLIDATION7. EXTENSION AND

Asks students if they have some
Praises the Ss with encouraging doubts Ask the teacher about Checks if Ss are Teachers

FAREWELL
words. Thanks students for their attention their doubts satisfied with the voice
Smiles and participation. class. 4
Says Good bye. Students
Says Good Bye. voice

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IV. CHART OF VALUES:

VALUES ATTITUDES

RESPONSIBILITY Show perseverance in their work.

Show interest about the topic
during the whole class.

COOPERATION Work with their partners.

RESPECT Show respect to their classmates'

ideas or opinions.
Respect the rules that the
teacher gives.
Show a positive attitude during
the activities.

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 V. EVALUATION

EXPECTED LEARNING ACHIEVEMENT TOOLS

INDICATOR

Says orally a short Voice

Ask and give information
information about Board
about yesterday weather
yesterday weather Pictures
and feelings.
and feelings. Worksheets
Song worksheet

Use the verb to be in

the past simple
(was / were) properly

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VI. OBSERVATION GUIDE
Indicators Recognize Learn about Talk about
past past time past activities
Students activities expressions
YES NO YES NO YES NO

1.Alvarez Cruz, Cristina Xiomara

2Aniceto Flores, Sergio
3.Anticona Vela, Victor
4.Asmat Romero, Cesar Daniel
5.Avila Ramirez, Esnayder
6.Bardales Guanilo, Walter Jean Pier
7. Blas Aldave, Imanol
8.Burga Castillo, Ana Greisi
9. Campos Siccha, Yhon
10. Castallano Blas, Mara
11. Chunga Trigozo, Christian Leonardo
12. Garcia Bejarano, Alexis
13.Gavidea Pachamango, Leonardo Goanzalo
14.Gil Pulido, Milagros Estefan.
15.Gonzales Ruiz, Edgar Joel
16. Marquina Martinez, Cesar Andre
17.Palacios Salas, Angela
18.Paredes Usua,Rafael Andre
19.Quispe Moreno, Janali
20.Razuri Narro, Diego
21.Rodriguez Lopez, Rosa
22.Samame Gomez, Lucero
23. Torres Rodriguez, Mikhail
24. Vargas Delgado, Kevin Junior
Lesson topic: Describing Past Weather and Feelings

DESCRIPTIVE SCALE
YES Can accomplish the goal for this session
NO Cannot accomplish the goal for this session

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Appendix

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 APPENDIX N1:

What was the day yesterday?

Past Present

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 APPENDIX N2

HOW WAS THE WEATHER YESTERDAY?

APPENDIX N3

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 COMPLETE THE SENTENCES WITH WAS OR WERE.

I .HAPPY IT .SUNNY THEY...SICK

HE .TIRED WE.SAD SHEANGRY

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THEORIC
AL
SUPPOR
T

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 1. THEMATIC ASPECTS

I, he, she, it was.

PAST SIMPLE VERB TO BE
(WAS - you, we, they were. WERE)

Use the Simple Past of Verb TO BE to express the idea that an action started
and finished at a specific time in the past. Sometimes, the speaker may not
actually mention the specific time, but they do have one specific time in mind.

The affirmative form:

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Examples:

I was in London in 1999.

Pam was in London in 1999, too.

We were together.

She was my girlfriend.

The interrogative form:

Was I, he, she, it?

Were you, we, they?

Examples:

Were you in London last year?

Was Pam with you?

Were you together?

The negative form:

was not.
I, he, she, it
wasn't.
were not.
You, we, they
weren't.

Examples:

I wasn't in Paris in 1999.

Pam wasn't in Paris in 1999.

We weren't in Paris.

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 Remember:

1. wasn't is the short form of was not. You can say either:

I was not in Paris, or

I wasn't in Paris.

2. weren't is the short form of were not. You can say either:

we were not in Paris, or

we weren't in Paris.

2. PSYCHOLOGICAL SUPPORT

2.1 CONSTRUCTIVIST THEORY (J. Bruner)

Jerome Bruner was one of the most influential constructivists. He was

influenced by Piagets ideas about cognitive development in children. His ideas
have been widely discussed among educators and teachers. Some of Bruner's
theoretical principles focus on these ideas

- Nature of Learning and learning process.

- Instructional scaffolding

- The intellectual development of the learner

Learning
Learning for Bruner is an active process. The learning process includes:

Selection and transformation of information.

Decision-making.

Generating hypotheses.

Making meaning from information and experiences.

Learners are able to construct new knowledge based on their current or past
knowledge. Bruner focuses on the importance of categorization in every aspect
of learning. This is done through the interpretation of information and

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experiences by similarities and differences. Focus is on the significance of
categorization in learning. "To perceive is to categorize, to conceptualize is to
categorize, to learn is to form categories, to make decisions is to categorize."
Interpreting information and experiences by similarities and differences is a key
concept.

2.2 THE COGNITIVE THEORY (Hartley, 1998)

In cognitive learning, the individual learns by listening, watching, touching,

reading, or experiencing and then processing and remembering the
information. Cognitive learning enables us to create and transmit a complex
culture that includes symbols, values, beliefs and norms because cognitive
activity is involved in many aspects of human behavior.

James Hartley has usefully drawn out some of the key principles of learning,
as he puts it: 'Learning results from inferences, expectations and making
connections. Instead of acquiring habits, learners acquire plans and
strategies. The principles he identifies are:

Instruction should be well-organized: Well-organized materials are easier to

learn and to remember.

Instruction should be clearly structured: Subject matters are said to have

natural structures and logical relationships between key ideas and concepts to
link the parts together.

The perceptual features of the task are important the way a problem
is displayed is important if learners are to understand it.

Prior knowledge is important Things must fit with what is already known
if it is to be learnt.

Differences between individuals are important as they will affect

learning: Differences in 'cognitive style' or methods of approach influence
learning.

2.3 COGNITIVE AND METACOGNITIVE FACTORS

Nature of the Learning process

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The learning of the complex subject matter is most effective when it is an
intentional process of constructing meaning from information and experience.
For this reason, learning in school emphasizes the use of intentional process
that students can use to construct meaning from information, experience and
their own thoughts and believes.

All students after receiving the information of the topic will understand the
meaning related to it with their own experiences and believes, so they will be
able to apply it to the practice in class.

Thinking about thinking

Successful learners can reflect on how they think and learn, set reasonable
learning or achieve their goals, select potentially appropriate learning strategies
or methods and monitor their progress toward these goals. In addition,
successful learners know what to do when a problem arises; they are not
making or timely progress toward a goal.

3. PEDAGOGICAL SUPPORT

Nowadays, the education is oriented by a series of principles that defines and

clarifies its notion.

INDIVIDUALIZATION

Students have needs and abilities that are unique. There are differences in their
speaking, listening, writing, reading activities; differences in the way of thinking;
feeling; etc.

This principle tells that the center of the educational action is the person
who has to adapt himself some interest and procedures. Each person wants the
greatest perfection to develop whatever he wants individually.
The role of the teacher is to observe and to orientate his studies adequately.

SOCIALIZATION

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The purpose of Education is to socialize students. When students work in pairs or
small groups and ask each other about their answers, they interact, and at the
same time they learn to communicate in the target language and assimilate
knowledge, experiences, and so on.

THE ACTIVITY

"Learning by doing", students will improve their knowledge of the

language and the world if they are in constant activity. It means in the
educational process, the student must be agent and the actor of his own
seaming. The teacher will provide to the students activities relate to their
personal activities. The learning environment should also be designed to
support and motivate the learner's thinking.

THE 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, etc.

4. DIDACTIC SUPPORT

4.1 COMMUNICATIVE APPROACH Richard & Rodgers, (2003).

Communicative language teaching makes use of real-life situations that

necessitate communication. The teacher sets up a situation that students are
likely to encounter in real life. The communicative approach can leave students
in suspense as to the outcome of a class exercise, which will vary according to
their reactions and responses. The real-life simulations change from day to day.
Students' motivation to learn comes from their desire to communicate in
meaningful ways about meaningful topics. Classroom activities maximize
opportunities for learners to use target language in a communicative way for

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meaningful activities. Emphasis on meaning (messages they are creating or
tasks they are completing) rather that form (correctness of language and
language structure) as in first language acquisition.

Basic Principles for Teachers

- A teacher's main role is a facilitator and monitor rather than leading the class.
In other words, "the guide by the side" and not "the sage on the stage".

- Lessons are usually topic or theme based, with the target grammar "hidden" in
the context e.g. to say some activities in the past.

- Lessons are built round situations/functions practical and authentic in the real
world e.g. asking for information about students' activities in the past.

- Activities set by the teacher have relevance and purpose to real life situations

-students can see the direct benefit of learning. Dialogues are used that Centre
around communicative functions, such as socializing, asking and giving
information about past activities.

- Emphasis on engaging learners in more useful and authentic language rather

than repetitive phrases or grammar patterns.

- Emphasis on communication and meaning rather than accuracy. Being

understood takes precedence over correct grammar. The fine tuning of
grammar comes later.

Basic Principles for Learners

- 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 language a

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number of times, slowly building on accuracy Language is created by the
individual, often through trial and error.

- Learners interact with each other in pairs or groups, to encourage a flow of

language and maximize the percentage of talking time, rather than just teacher
to student and vice versa.

- 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.

CHARACTERISTICS OF THE COMMUNICATIVE APPROACH

Although no single methodology has been described for the communicative

approach, several characteristics are summarized as follow.

Communicative approach stimulates 'real life' communicative

experiences:

Froese V in his book named as 'Introduction to whole language teaching and

learning' (1991) mentioned this characteristics of communicative approach.
Learners should conduct an interview because they actually need information.
In role playing process, the purpose is to learn how to formulate appropriate
questions. But here, as Froese V noted these activities should not only
stimulate real life experiences but, whenever possible, should actually be real
life experiences.

The learning task is content-based, theme-based, and project-based or

some combination of the three:

Instruction in listening and speaking, as well as reading and writing, is given

within the context of handling various learning tasks, which involve learners with
language. This learning task is content based according to Early M & Tang M as
described in their book named as Helping ESL students cope with content
-based text (1991), 'theme-based' according to Candling C & Edelhoff C as
described in their book Challenges (1982) and 'project based' according to
Fned-Booth D as described in the book 'Project Work' (1986). Within the context

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of an interview, questioning skills can be taught. Students need the opportunity
to express themselves through a variety of experiences and tasks.

Analysis of language is done in specific contexts:

Language drills, recitation and isolation grammar exercises are not the ways to
acquire any language. Analysis of language is done in specific contexts.
Decontextualized language is not used as a basis for skill instruction.

The focus is not upon listening and speaking but upon using language to
communicate and to learn:

As students use language to learn in various subject areas, it becomes

necessary for them to communicate with peers in large and small groups as
well as with the teacher. Collaborative talk can occur between peers in quite an
informal way or in more formal cooperative learning groups.

Listening and speaking skills as vehicles for learning across all subjects'
areas:

Barnes D in his book named as 'Oral language and learning' (1990) described
that listening and speaking become valuable not only as isolated skills or
groups of skills, but as vehicles for learning across all subject areas. Oral
communication should be integrated with other areas of instruction.

4.2 TEACHING READING

Traditionally, the purpose of learning to read in a language has been to have

access to the literature written in that language. In language instruction, reading
materials have traditionally been chosen from literary texts that represent higher
forms of culture. This approach assumes that students learn to read a language
by studying its vocabulary, grammar, and sentence structure, not by actually
reading it. In this approach, tower level learners read only sentences and
paragraphs generated by textbook writers and instructors. The reading of
authentic materials is limited to the works of great authors and reserved for
upper level students who have developed the language skills needed to read
them.

Sequences "ESA" in a reading class:

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"Engage (Before reading)": This is the point in a teaching sequence where
teachers try to arouse the students interest, thus involving their emotions. The
purpose of a pre-reading task is usually to activate students' prior knowledge.
Activities and materials which frequently engage students include: music,
stimulating pictures, amusing anecdotes, etc. E.g. students will look at the
picture of a person and be asked to guess what their occupation is before they
read about this person. When students are engaged, they learn well than when
they are partly or wholly disengaged.

"Study (During reading)": Study means any stage at which the construction of
language is the main focus. Study activities are those where the students are
asked to focus in on language for (or information) or how it is constructed
Students can study in a variety of different styles: the teacher can explain
grammar: they can study language evidence to discover grammar for
themselves, they can work studying in a reading or vocabulary. Etc.

"Activate (After reading)": This element describes exercises and activities

which are designed to get students using language as and ''communicatively"
as they can. The objective for the students in not to focus on language
construction and or practice specific tits of language (grammar patterns
particular vocabulary Items or functions) but for them to use all and any
language which may be appropriate for a given situation or topic. Thus, activate
exercises over students a chance to try out a real language use with Utile or no
restriction a kind of rehearsal for the real world Typical activate exercises
include role-plays, advertisement design, debates and discussions, story and
poem writing, describes and draw, etc.:

5. TECHNIQUES

Showing pictures Pictures are the most useful visual aids available to
the teacher. They can be a good way to engage learners to practice
many aspects of the language.

Authentic material to overcome the typical problem that students can't

transfer what they learn in the classroom to the outside world and to

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 expose students to natural language in a variety of situations, adherents
of the Communicative Approach advocate the use of authentic language
materials.

Asking questions it helps the teacher control the class and makes
students pay attention to the whole lesson. It is also a way to give the
learners a chance to show their knowledge.

Giving and following instructions this simple but valuable

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

Whole class: there are many occasions when the best type of
classroom organization is a teacher working with the class as a whole
group.

6. TEACHING AIDS

Teaching aids are helpful tools for teaching in a classroom or with individual
learners so they can be used to helps students to improve their skills. Illustrate
facts or ideas and relieve anxiety or fears, since many teaching aids are like
games.

Board: For most teachers the most visual aid is the board. Whenever
possible work on the board should encourage students to think and take
actions rather than just to remind them of what they have learned.

The teacher uses the board to stick all the wall charts used during the
whole class. Also, she uses it to explain grammar, the date. Etc.

Teacher's voice: Teacher's 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.

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During the whole class the teacher uses her voice to give instructions,
asks questions, helps the students, etc.

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.

Teacher can take advantage of pictures because they are the most useful
visual aids available.

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.

The teacher presents worksheets according to the topic that allows the
students to develop their skills.

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

class

The teacher uses the class participation to motivate the students to

participate in class.

Sticky tack: A sticky substance which is used for joining things together
permanently.

The teacher uses this substance to stick on the board all the pictures and
cards that she uses in the class.

Body language: Sometimes students can understand what the teacher

means even when they do not know words in English. The key is the
mime, facial expressions and body movements. In this way, students get
a chance more to acquire without understand.

The teacher uses his /her hands, arms, face and any part of the body in
several ways to help the student's communication.

7. EVALUATION

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The Formative Evaluation: is a method of judging the work of students while
they are doing different activities. Formative evaluation focuses on the process,
the teachers evaluate during the whole class, observing who participates,
reproduces their learning by doing the task. The purpose of formative evaluation
is to validate or ensure that the goals are being achieved and to identify the
difficulties of the learning. Formative evaluation focuses on the process.

If there are any difficulties or problems during the lesson, the teacher tries to
guides the students.

The teacher evaluates the process of learning using different techniques and
activities.

II. DISCUSSION

The thematic aspect, in this case the vocabulary given plays an important role
because without it students cannot understand others or express their own
ideas.

- It's important to give students vocabulary to they can understand past

activities of their classmates and express their own past activities.

The learning process should be intentional, that is, students must construct
meaning from information, experience and their own thoughts and beliefs.

- Its important to make students use their senses to listen, speak,

watch or experience during the class, so they can process and
remember better the topic.

The classroom environment should be safe so that students can feel

confidence and motivated during the activities and the class time.

29
 The teacher is a good guide, she presents different activities in a
way that students can feel interested and the class can be non-
threatening so students can feel they can do the tasks no matter if they
make mistakes.

One of the most important features of the Communicative Approach is to allow

the students to develop their communicative competence.

When the teacher lets students talk about their past activities, they
can socialize but also develop a good communication by using the
language.
The different techniques and teaching aids used by the teacher motivate
students and allow them to communicate in the target language.
When students feel stimulated, the class becomes active and
students participate in an active way. In this case, I have chosen the
different techniques of Communicative Approach because the learning
achievement of my class is that students are be able to ask and give
information about their past activities.

The teacher intends to practice a formative evaluation during the whole class

- The teacher uses this tool to observe participation and to identify if

the students are accomplishing the goals.

III. CONCLUSION

The Communicative Approach makes possible a communicative competence

among the students who work together; socialize and use the target language
during the class to communicate their ideas, opinions and emotions.

The techniques and teaching aids are useful for maintaining the attention of
students during the class and for making them to participate

.The games are so important than the others tecniques because this students
socialize and in the same time catch up the new knowleges.

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 The formative evaluation will allow students and the teacher to be conscious of
the weaknesses and strengthens.

IV. BIBLIOGRAPHY

DOUGLAS BROWN, H. (2002). Teaching by Principles. An Interactive

Approach to Language Pedagogy. Longman.
HARMER, Jeremy. (2007). "How to Teach English". Longman.
HARTLEY, James. Learning and Studying. London. 1998
RICHARD, Jack; ROGERS, T. (2003). Approaches and Methods in
languages teaching. Cambridge University Press.
OXFORD ADVANCED LEARNER 'S DICTIONARY. (2010).Oxford
University Press.
RAYMOND MURPHY. (2004).English Grammar in Use. Cambridge
University Press.

WEB PAGES

http://www.ego4u.com/en/cram-up/grammar/simpas-paspro/exercises
http://www.larousse.com/en/dictionaries/english-
spanish/weather/42166
http://www.englishpage.com/verbpage/simplepast.html

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