“PEDRO RUIZ GALLO”

NATIONAL UNIVERSITY
FACULTY OF HISTORICAL SOCIAL SCIENCES AND EDUCATION

TEACHING LEARNING SESSION

SPECIALITY : FOREIGN LANGUAGES

TOPIC : CLOTHING

STUDENT : SÁNCHEZ ELIAS DIANA MARILYN

SUPERVISOR : Dra. GUERRERO ROJAS GABY

LAMBAYEQUE, OCTOBER 22th, 2018

 9th TEACHING LEARNING LESSON

I. GENERAL DETAIL

1. School : Colegio Nacional Emblemático “SARA

A. BULLÓN”
2. Place : Libertad #121 - Lambayeque
3. Level : Secondary
4. Grade : 3rd
5. Subject : English
6. Section : “B”
7. Topic : Clothing
8. Duration : 90 minutes
9. Date : 22 /10 /2018
10. Time : 1:00 – 2:30 P.M.
11. Student : Diana Sánchez Elias
12. Supervisor : Dra. Gaby Guerrero Rojas

I. DIDACTIC COMPONENTS

2.1. PROBLEM 2.2. OBJECT

3rd “B” students at “Sara A. Bullón” Teaching learning process in the

High School in Lambayeque city, English area.
have Little knowledge about
“CLOTHING”

I.3. CAPACITY I.4. EXPECTED LEARNING

 Expression and oral Students identify the information of

comprehension the texts they hear in English.
 I.5. CONTENTS
INSTRUCTIVE DEVELOP MENTAL EDUCATIVE

Tell us about  Students identify new Be conscious of

“CLOTHING” vocabulary about Clothing the topic
 Students elaborate short importance of the
sentences. topic.

I.6. METHODOLOGY
METHODS PROCESS TECHNIQUE

 Direct  Students identify the new

Method vocabulary. Observation
 Teacher stick the name of
the topic: CLOTHING
 Students make sentences
using Present Simple Verb T
be.

I.7. MEANS 2.8. FORM

 Board  Classroom work

 Markets  Individual work
 Pictures
 Flashcards

I.8. EVALUATION
JUDGMENTAL INDICATORS INSTRUMENTS

 Coherence  Identify clothing orally.  Observation

 Participation guide.
in class  Practice sheet.

II. DIDACTIC STEPS

STEPS STRATEGIES TIME
1. Students answer to the teacher's greeting. (See attachment
N°1)
2. Teacher is recommended to have a garment that is not usual
I in their clothing. (See attachment N°2)
3. Teacher asks the students:
N - "Can you notice a difference on me?"
P 4. Teacher asks questions about the garment:
- What is it? - What color is it?
U - Is it big or small? - Do you like it? 15 '
T - How did you notice?
5. Teacher asks about the topic of the session: "Clothing".
6. Teacher asks for student volunteers, so that, based on their
uniform, garments are mentioned. The teacher writes them on
the board. The pronunciation of the words is practiced and the
students are asked to read them without the help of the
teacher.
P 7. Teacher attaches the flashcards and the lexical cards from the
R other end on the board (See attachment N°3) Students will be
asked to join the image with the correct word. Continue until all
O the cards are used. The teacher verifies the activity and
C proceed to practice the pronunciation.
8. Teacher places all the cards down (images and words) to 55’
E proceed to play.
S 9. Memory. In this case, the class is divided into 2 teams to
compete. The team that gets the most cards is the winner.
S 10. Teacher delivers the pupils (See attachment N°4). Then, the
students verify their answers with another partner. The teacher
must monitor all the activity.
11. Teacher uses one of the images and gives it to a student who
will ask to stand up to create a brief conversation together. o
Hello, Kelly, I like your blouse! or Oh, thank you.
or You're welcome!
12. Volunteer student returns to his seat and the teacher, with the
help of the students, writes the conversation on the board. The
teacher shows another image and asks for volunteers to
personalize the text.
O 13. Students use the images on the board as a reference to create
U conversations similar to the model. They will move around the
T classroom, using not only the images on the board, but their
own clothes. 20’
P 14. Teacher gives the application form (See attachment N°5) to
U reinforce what has been learned. The teacher and students
review it.
T

III. BIBLIOGRAPHY
A. Teacher
Didactics

 DISEÑO CURRICULAR NACIONAL 2014.

 HERMER, Jeremy (1998) “HOW TO TEACH ENGLISH” LONGMAN
 MINISTERIO DE EDUCACIÓN (2017) “Diseño Curricular Nacional de la
Educación Básica” – Educación Secundaria. Lima-Perú: Editorial Cied
(478 pages).

Scientific

 EVANS V. & DOOLEY J. (2012). “Prime Time” First Edition, Express

Publishing.

B. Students

• Material made by the teacher.

• Spanish – English; English – Spanish Dictionary

C. Linkography

 https://www.myenglishpages.com/site_php_files/grammar-lesson-simple-
present-be.php

IV. SCIENTIFIC PAPER

“The Present Simple Verb to be”
The verb to be

The verb to be is the most important verb in the English language. It is difficult to use
because it is an irregular verb in almost all of its forms.  In the simple present tense,
to be is conjugated as follows:

Affirmative forms of the verb to be

Subject Pronouns Full Form Contracted Form

I am 'm

you are 're

he/she/it is 's

we are 're

you are 're

they are 're

Interrogative forms of the verb to be:

Am I?

Are you?

Is he/she/it?

Are we?

Are you?

Are they?

Negative Forms of the verb to be:

Subject Pronouns Full Form Contracted Form

I am not 'm not

you are not aren't

he/she/it is not isn't

we are not aren't

you are not aren't

they are not aren't

Use of the simple present of to be

The principal use of the simple present is to refer to an action or event that takes
place habitually, but with the verb "to be" the simple present tense also refers to a
present or general state, whether temporary, permanent or habitual.

 I am happy.
 She is helpful.

The verb to be in the simple present can be also used to refer to something that is
true at the present moment.

 She is 20 years old.

 He is a student.

Remember:

 I, you, he, she, it, you, they are subject pronouns (also called personal
pronouns, a term used to include both subject and object pronouns.)
 am, are, is are forms of the verb to be in the simple present.
 'm, 're, 's are short (contracted) forms of  am, are, is
 'm not, aren't, isn't are short (contracted forms) of am not, are not, is not.

ATTACHMENT N°1

Students answer the greeting.

 ATTACHMENT N°2

Teacher is recommended to have a garment that is not usual in their clothing.

ATTACHMENT N°3

Teacher attaches the flashcards and the lexical cards from the other end on
the board
 ATTACHMENT N°4

Teacher delivers the pupils

 ATTACHMENT N°5

For each picture, choose the word that best describes it

What Item of Clothing Am I?

 parka loafers
coat overcoat underwear
belt
zipper sandals
shorts bow tie
shoes laces

sneakers pants coat

dress button shoe boots
loafers shirt sock clogs
pants

mitten top skirt boots

belt glove swimsuit tie
pocket umbrella capris short

bracelet hat
pocket jacket
jacket vest
suit vest kimono
necklace
sari underwear