Faculty of Education and Communication Sciences

Foreign Languages and Linguistics Department

GIVE INSTRUCTIONS USING CLASSROOM VOCABULARY

AREA: FOREIGN LANGUAGE- ENGLISH

TRAINEE:

‘’Give Instructions Using Classroom Vocabulary’’Pg. 1

 CONTENT

Presentation
LESSON PLAN:
I. General Information
………………………………………..…. …4
II. Capacities …………………………………………….….…...…...4
III. Learning Strategies ………………………………………....…….5
IV. Learning Development…………………………………………… 6
V. Chart Values ………………………………………………..…….9
VI. Evaluation ………………………………………………….……..9
VII. Observation Guide ………………………………………………10
VIII. Specific Bibliography……………………………………………11
APPENDIX…………………………………………………………………….12
1. Appendix 1 ……………………………………………………………13
2. Appendix 2 ……………………………………………………….. 14
3. Appendix 3 ………………………………………………………... 15
4. Appendix 4:
Evaluation..…………………………………………………………….17
5. Appendix 5……………………………………………………………..19
6. Appendix 6……………………………………………………………..20
7. Appendix 7…………………………………………………………….21
THEORETICAL SUPPORT…………………………………………………..19
I. INTRODUCTION ……………………………………………..…23
II. DISCUSSION OF CONTENTS ………………………………….24
II.1. Psychological Support ……………………………………………24
II.2. Pedagogical Support………………………………………………30
II.3. Didactic Support …………………………………………………..33
II.3.1. The Communicative Approach ……………………………………33
II.3.1.1. The principles of Communicative Approach………………….35
II.3.2. Techniques …………………………………………………….…...36
II.3.3. Teaching aids ………………………………………………………37
II.3.4. Evaluation:
The formative evaluation……………………………………………38
III. DISCUSSION ………………………………………………………39
IV. CONCLUSIONS ………………………………………………..…..40
V. BIBLIOGRAPHY …………………………………………………...41
VI. SITOGRAPHY……………………………………………………….42

‘’Give Instructions Using Classroom Vocabulary’’Pg. 2

‘’Give Instructions Using Classroom Vocabulary’’Pg. 3
 PRESENTATION

Nowadays, the English language is one of the most widely spoken and written languages in
the world. It is the third most natively spoken language, after Mandarin Chinese and Spanish.
For that reason English has become necessary and popular.

There are many reasons why people want to learn English, for example; there are people who
are learning English in order to succeed, to obtain different opportunities, to teach, to get well
paid or just to travel abroad.

Most of them encounter with English for the first time when they are at School. Whether to
continue studying English or not in a Language Institute, will mostly depend on them. In
either cases, there is always someone in charge of this learning process: The English Teacher

To became an English teacher people have to pass through a long process that consist of
learning different Strategies, Methods and Techniques that could be used in the world of
teaching English. To learn and become familiar with all of this, future teachers have to put it
everything into practice and see what the results are; and with this, future teachers will realize
what they need to improve or change.

This is the reason why, in this opportunity, as a future English Teacher, I am going to present
a Lesson Plan called ‘Give Instructions Using classroom vocabulary’ taking into account
every detail and knowledge obtained during my whole Language Education process. This
lesson is going to be developed with the aim of reaching previously established goals.

In conclusion, learning English in this globalized world has become very important for people
for multiple reasons and Teachers have an important role as part of this process.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 4

 I. GENERAL INFORMATION:
1.1. Educational Institution:
1.1.1. Educational Institution : I.E. 80002 “Antonio Torres Araujo”
1.1.2. Area : English
1.1.3. Grade and Class : 1° “ B ”
1.1.4. Teacher : Chávez Carmona, María Esther

1.2. Learning Session:

1.2.1. Session topic : “Open your book, please!”
1.2.2. Didactic Support : Communicative Approach
1.2.3. Date and Time : Friday, 23rd May 2014
1.2.4. Class duration : 45 minutes. (10:30 – 11:15 )

1.3. With reference to the teaching practice:

1.3.1. TRAINEE: .
1.3.2. TRAINER:

II. CAPACITIES:

2.1Area Capacities 2.2 Specific Capacities

Identify and use Instructions during the

Oral production comprehension
class using classroom vocabulary.

Recognize Instructions given in the class

Oral Comprehension
using classroom vocabulary.

III. LEARNING STRATEGIES:

‘’Give Instructions Using Classroom Vocabulary’’Pg. 5

 Specific Contents
Techniques
Capacities Communicative Linguistic
Function Grammar

 Authentic
Be able to give
materials.
and understand
‘‘Commands’’  Sticking visual
Instructions in the
aids on the
class.
board.
 Recognize  Language
Notion Vocabulary
the new games.
vocabulary. - Open the door  Asking and
- Close the door answering
 Identify and
- Stand up
use - Sit down questions.
Instructions - Open your book  Oral
- Close your book
given in the Instructions presentation
- Clean the board
class in - Clean your desk  Use of pictures
- Use the computer
orally form.  Strips of paper
- Raise your hand
 Free
Pronunciation participation
Topic  Individual work
 Group work
- Door : /dɔː /
- Stand:/stænd /  Making students
“Open your - Clean: /kliːn / to repeat.
book, please!’’ - Raise: /reɪz /
- Hand: /hand /

‘’Give Instructions Using Classroom Vocabulary’’Pg. 6

 MOMENTS LEARNING ACTIVITIES TIM
IV. LEARNING DEVELOPMENT RESOURCES
MOTIVATION FOR THE TEACHER ASSESSMENT FOR THE STUDENTS E

 Teacher’s voice
 Shows a good sense  Shows a drawing  Checks if her  Look at the drawing.  Student’s voice
of humor. (Our school) drawing is big  Markers.
 smiles (Appendix Nº1) enough for the  Board.
1.  Asks questions about the drawing. students to see.   Images 02’
Answer the questions.
Motivation. -What is this?
-What do you see in here?  Checks if her
-What is the school’s name? voice is loud
enough.

I  Teacher’s voice
N  Praises the Ss with  Student’s voice
T encouraging words.  Look at the drawing.  Markers.
R  Uses the previous drawing  Checks  Listen to the teacher  Board.
O  Shows a Classroom drawing. previous Images
 Moves around the
D 2. Previous (Appendix Nº2) knowledge. Recognize some vocabulary
classroom.
U Asks the student to recognize about things that are used in 03’
knowledge.
C some vocabulary. the classroom.
T
I
O
N
 Teacher’s voice
 Shows a good sense  Student’s voice
of humor.  Checks if Ss  Markers.
 Introduces Miguel Angel to the are motivated.  Say Hi to Miguel Angel.  Board.
 Be sure students class.
know what they are
 Takes notes if Images
3. Cognitive
expected to learn. the Ss are  Answer the questions. 02’
conflict.  Asks some questions. interested in the
-Is Miguel Angel happy or sad? activity and
-Is he a good student? What do motivated to
you think? answer the
questions

‘’Give Instructions Using Classroom Vocabulary’’Pg. 7

  Uses the previous drawing in  Look at the drawing.
order to present the new  Teacher’s voice
knowledge.  Student’s voice
 Intonates giving
(‘Our Classroom’) and
excitement or
emotion.  Shows the game ‘Talking to  Look and listen to what the participation.
4.  Praises the Ss with Miguel Angel!’ teacher is explaining.  Drawings
Introducing the encouraging words. (Appendix Nº3-5)  Pictures 10’
new knowledge  Maintains eye contact  Gives, explains instructions and  Checks if Ss  Listen to the instructions.  Strips of paper.
during teacher- starts the game. understand the  Markers
student interaction.  Asks to match some pictures and instructions.  Board
 Students go to the board and
their commands. do the task.
 Checks the exercises and corrects  Pay attention to the teacher.
the mistakes.
Asks to repeat the commands Repeat the commands.
 Involves students in
D her activity- game.  Shows the game ‘Tell it and Do  Look and listen to what the
E  Tells the students teacher is explaining.  Teacher’s voice
it!’ (Appendix Nº6)
how well they have  Listen to the instructions.
V done  Gives and explains the  Checks if Ss  Student’s voice
E 5.  Provides opportunity instructions. understand the and
Practice. instructions.  Participates. participation. 10’
L for students to speak
or participate.  Asks for a volunteer.
O  Shows a good sense  Start to play the game.
P of humor  Starts the game
M
E
N  Shows the game ‘The king/
T Queen says!’ (Appendix Nº 7  Look and listen to what the  Teacher and
 Encourages the e.g.: Open your book! teacher is explaining. Student’s
students to share Close the door! voice.
ideas.  Checks if Ss  Teacher´s
 Gives and explains the 10’
6. Transfer  Praises the Ss with understand the instructions.
encouraging words. instructions.  Listen to the instructions.
instructions.  Student’s
 Shows a good sense
of humor.  Asks for a volunteer.  Participates. cooperation.
Lets the students play the game. Start to play the game.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 8

  Hands students the evaluation  Get the evaluation paper.
paper and asks them to do what it  Start solving the evaluation.  Teacher’s
 Gives clear  Evaluates the voice
is explained.
instruction.
(Appendix Nº 4) students  Evaluation
E 7. Evaluation through an paper
6’
 Shows a good sense
V of humor.  Makes sure that everyone is exam.
A working on the evaluation.  Grades the
L students that
U answer the
A questions.
T
I  The teacher listens to  Takes notes of  Answers the questions.  Teacher and
O the students.  Asks some questions. the Ss’ opinions  Give their opinion about the Student’s
N 8. in order to class.. voice.
 Respects students’ - ¿Qué opinas sobre la clase de hoy? adjust her 1’
Metacognition opinions. teaching.
¿Qué aprendiste en la clase de hoy?  Checks if Ss
 Praises the Ss with
are satisfied
encouraging words.
with the class.

F
A
R  Shows a good sense  Thanks the students for their  Listen to the teacher
E of humor. participation.  Checks Ss’  Say: “Good bye!”  Teacher and
9. Term comprehension. Student’s 1’
W Smiles.  Says: “Good bye!”
voice.
E
L
L

‘’Give Instructions Using Classroom Vocabulary’’Pg. 9

‘’Give Instructions Using Classroom Vocabulary’’Pg. 10
 V. CHART VALUES:

VALUES ATTITUDES

 Shows interest about the topic during the whole class.

Responsibility
 Do the activities in class.

 Participates in class working individually, with her partner

and with the teacher.
Cooperation
 Help and support their classmates.
 Share knowledge with their classmates.

 Respect the teacher.

 Respect their classmates.
Respect
 Shows respect to the ideas of his/ her classmates.
 Follows the teacher’s instructions.

VI. EVALUATION:

EXPECTED ACHIEVEMENT SIGNS OF

TOOLS
LEARNING INDICATOR PERFORMANCE

He/ she can Identify Participate actively Express and o Interactive

and use Instructions in during the whole recognize games.
the class. class by answering instructions using o Strips of paper.
the teacher´s classroom o markers
questions and vocabulary. o board
doing the tasks.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 11

 VII. OBSERVATION GUIDE:

INDICATORS Lesson topic:

Participates actively “OpenRecognizes
your book, please!”
Gives instructions
in class. Instructions in in class.
STUDENTS class.
A B C D A B C D A B C D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

DESCRIPTIVE SCALE:

A Excellent 18-20

B Very good 15-17

C Ok 11-14

D Needs practice 05-20 Good job!

‘’Give Instructions Using Classroom Vocabulary’’Pg. 12

 VIII. SPECIFIC BIBLIOGRAPHY:

A) FOR THE TEACHER:

 HARMER, Jeremy (2005). “How to teach English”. Pearson-Longman.

England.
 LARSEN- FREEMAN, Diane. (2002). “Techniques and Principles in
language teaching”. Oxford University Press. New York.

 MURPHY Raymond, (2000). “Essential Grammar in use”2ndEdition.

Cambridge University Press. Great Britain.
 ‘Oxford Advanced Learner’s Dictionary’ (2000) Seventh Edition, Oxford,
United Kingdom.

B) FOR THE STUDENT:

 All the materials will be provided by the teacher.

SITOGRAPHY
 http://www.minedu.gob.pe/normatividad/reglamentos/
DisenoCurricularNacional.pdf (8th May 2014 / 19:00hrs)

 http://busyteacher.org/11341-how-to-use-imperative-8-interactive-
classroom.html (9th May 2014 / 10:00hrs)

 http://www.englishexercises.org/ (9th May 2014 / 15:00hrs)

 https://www.google.com.pe/imghp?hl=en&tab=wi (10th May 2014 / 9:00hrs )

 http://www.journal.au.edu/au_techno/2006/oct06/
journalTechV10N2_howto.pdf (14th May 2014/ 18:56hrs)

‘’Give Instructions Using Classroom Vocabulary’’Pg. 13

‘’Give Instructions Using Classroom Vocabulary’’Pg. 14
 It is awesome!

‘’Give Instructions Using Classroom Vocabulary’’Pg. 15

‘’Give Instructions Using Classroom Vocabulary’’Pg. 16
‘’Give Instructions Using Classroom Vocabulary’’Pg. 17
 Open the door Close the door

Open your book Close your book

Stand up Sit down

Clean your desk Clean the board

Use the computer Raise your hand

‘’Give Instructions Using Classroom Vocabulary’’Pg. 18

 Name: ________________________________________________________

Grade: ____________

1. Match the numbers to the letters:

A
1 Stand up

B Close your book

2

C Raise your hand

D
4 Clean the board

E
Open the door

‘’Give Instructions Using Classroom Vocabulary’’Pg. 19

 2. Chose the words from the box.

- Use the computer - Stand up - Close the door

- Clean your desk - Open your book - sit down

‘’Give Instructions Using Classroom Vocabulary’’Pg. 20

 Level: Elementary

Time: 8-10 minutes

Aim: To present students the new knowledge about

giving instruction using classroom vocabulary.

Preparation: The teacher takes pictures to Miguel Angel.

The teacher uses the classroom drawing.

Procedure:

1. The teacher introduces Miguel Angel to the class.

2. The teacher starts giving instructions to Miguel Angel

(pictures).

3. Peter performs the commands through pictures.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 21

 Level: Elementary

Time: 8-10 minutes

Aim: To give students practice through the use of instructions using classroom
vocabulary.

Preparation: Gets ready the wheel. Gets some envelopes with the commands
inside it.

Procedure:

1. The teacher asks for a volunteer.

2. The student volunteer speeds the wheel.

3. According to the number, he/she gets the envelope. He/she reads the
command.

4 students from the front line perform it, go on.

Material:

‘’Give Instructions Using Classroom Vocabulary’’Pg. 22

 Level: Elementary

Time: 8- 10 minutes

Aim: To give students practice through the use of instructions using

classroom vocabulary.

Preparation: None

Procedure: 1. The teacher asks for a volunteer.

2. The student volunteer (The King/Queen) gives new instruction to any

of the student.

3. This student becomes automatically King/Queen and gives another

new instruction to any other student, go on.

Materials:

‘’Give Instructions Using Classroom Vocabulary’’Pg. 23

‘’Give Instructions Using Classroom Vocabulary’’Pg. 24
 I. INTRODUCTION
The following Theoretical Support, in order to fulfill the objectives and functions
of the following lesson plan, is designed for the 1st year ‘B’ from ‘Torres Araujo
High School’ with the topic: “Give Instructions using classroom vocabulary”

Also, this lesson plan will be based on many theories of each theoretical
aspect. This is the way this work will be acceptable to put in practice due to it
counts with the necessary information which supports this lesson.
In the psychological part it is the Cognitive theory which explains how
students use their previous knowledge to interact with the new knowledge and
through this way student can assimilate the new knowledge easily. Besides, this
theory sees students as active learners instead of passive ones so they will be
able to structure new schemas due to the change on the developing learning.
Some pedagogical principles should be studied, because what teacher
seeks is not only to transmit knowledge, but also students’ integral formation.
This is the reason why they are treated in the pedagogical support.
Furthermore, this work is based on the didactic support which considers some
language practice items to improve the students’ language learning. So since
language communication is a necessity, it becomes a need to emphasis on
developing students’ communicative skills.
This lesson plan is based on The Communicative Approach Method and it has also
been used some educational principles, techniques and teaching aids that were
chosen according to the mentioned method.
To conclude, there will be a discussion of the content in order to be compared
with the topic. Moreover, some conclusions are going to be deduced from the
discussion.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 25

 II. DISCUSSION OF CONTENTS
“Give instructions using classroom vocabulary” is a basic topic that students need to know in
order to recognize certain commands when they are in the classroom. Nowadays we can
find a lot of information in web pages; from all of them I have considered an essential
extract1.

2.1. Psychological support

2.1.1. 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.2

Here it refers to taking into account students’ age, skills to prepare a lesson plan, and
competencies that include what children are capable of doing, what they know, their skills, their
awareness of moral rules and regulations, and their cognitive ability to contrast behaviors.
Children’s moral performance, or behavior; however, is determined by their motivation and the
rewards and incentive to act in a specific moral way.

1
http://www.eslprintables.com/Vocabulary_worksheets/School/Classroom_commands (10th May
2014/10:00hrs)
2
http://en.wikipedia.org/wiki/Educational_psychology ( 12th May 2014/ 4:30hrs)

‘’Give Instructions Using Classroom Vocabulary’’Pg. 26

 2.1.2. 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.

Before start teachers planning a lesson plan they have to consider and analyze
different students’ characteristics since each of them have different personalities.
Teachers also have to see if there are students with disabilities or any kind of
disorder in class; in this case, they will have to create different kinds of activities
which have to be appropriate for them.

2.1.3. 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?

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. 3

Students may not always report what they have learned in school but
they may retain this knowledge for many more years.

2.1.3.1. The cognitivist theory

3
http://en.wikipedia.org/wiki/educational_psychology#learning_and_cognition (12th, May 2014 ; 17:00hrs)

‘’Give Instructions Using Classroom Vocabulary’’Pg. 27

The Cognitive Learning Theory explains why the brain is the most incredible network of
information processing and interpretation in the body as we learn things.

When we say the word “learning”, we usually mean “to think using the brain”.
This basic concept of learning is the main viewpoint in the Cognitive Learning Theory (CLT).
The theory has been used to explain mental processes as they are influenced by both
intrinsic and extrinsic factors, which eventually bring about learning in an individual 4 .
However, to get to the learning it is very important to use a variety of activities in new

situations because those activities will allow  assimilation of what has already been learnt
or partly learnt. It will also create further situations for which existing language resources are
inadequate and must accordingly be modified or extended "accommodation" but what
are assimilation and accommodation? In order to make those ideas clearer we will cite
Piaget whose Key Ideas are:

 Assimilation: The process by which a person takes material into their mind from the
environment, which may mean changing the evidence of their senses to make it fit. 
 Accommodation: The difference made to one's mind or concepts by the process of
assimilation.  

What students learn in a class they can use it outside the classroom, for that reason teachers
have to consider different strategies in order to obtain a good assimilation (taking material
into their mind) and if teachers find something inappropriate they will have to modify or
even change (accommodation).

Teachers have to present an active and a dynamic class to get the students engaged to the
topic as well as to make them practice actively during the whole class.. e.g.: Different games
created for this lesson.

2.1.3.2. Cognitive Conflict

4
http://www.learningandteaching.info/learning/piaget.htm (12th May 2014; 18:00hrs)

‘’Give Instructions Using Classroom Vocabulary’’Pg. 28

 We think of "cognitive conflict" or "disequilibrium" in line with Piaget's theory
on cognitive development. According to Piaget, a learner constructs knowledge when he
or she encounters input from the environment -- the learner's schemes or mental
structures incorporate the new experiences (assimilation). If and when newly assimilated
information conflicts with previously formed mental structures, the result is called
disequilibrium. This state (disequilibrium) motivates the learner to seek equilibrium.
Regaining equilibrium or cognitive harmony results in what Piaget called
accommodation. Accommodation results in the development of new mental structures.
Furthermore, assimilation and accommodation represent the learner’s adaptation to the
environmental input.5

In this stage of the learning process it is important to get students ‘confused’ for that,
teachers may use different questions in order to get their attention.

e.g.: When the teacher asks: Is Peter happy or sad? Then, student may ask
themselves about what the teacher is trying to say or to do: ‘Why is he asking us
that?’ Trying to find the answer will keep them motivated.

General characteristics of the Adolescent: 6

Formal Operations: A Need for Abstract Conceptualization

The use of a logical system of thinking appears, as we have pointed out, at the beginning
of the elementary school years and brings with it a passion for order that is seen in
children's games-with-rules. As adolescence approaches, however, there is again a
qualitative change in the processes of thought. The adolescent, according to Piaget
(1983), is ready for a transition from thinking in concrete to thinking in formal
operations.

5
http://www.learningandteaching.info/learning/piaget.htm (12th May 2014; 18:00hrs)
6
http://www.education.com/reference/article/general-characteristics-adolescent/?page=2 (12th May
2014/17:00hrs

‘’Give Instructions Using Classroom Vocabulary’’Pg. 29

 The child who is using logic is still limited in terms of the types of issues and problems
that can be reasoned about. Children can reason about the concrete, but they are not
yet able to reason about abstractions. They can apply their logic to questions involving
objects, people, places, and events, but cannot reason about ideas, theories, and
concepts. It is during adolescence that people are first able to scrutinize their own
thought processes and personality characteristics, to question the meaning of political
structures and religious ideologies, to analyze the nature of feelings, such as love and
hate, and to attempt an understanding of the significance of life itself. 

Formal operations allow the user to be more planful in problem solving.

Instead of relying on trial-and-error approaches to problems, the formal thinker sets up
a variety of hypotheses, or "if-then" statements, ranks them in order of probability, and
then tests them out systematically in sequence. This is known as hypothetic-deductive
reasoning, and it allows the formal thinker, in contrast to the child who is using
concrete operations, to generate a universe of alternatives when dealing with a
problem. Thus, formal thought is possibility oriented, while concrete reasoning is
focused on the real rather than the possible. 

The possibility orientation of formal reasoning also allows the adolescent to

go beyond the world as it exists and to speculate about a world that might be or that
might have been but never was. Indeed, young adolescents often become so absorbed
in the realm of possibility that they forget the realistic limitations on their dreams. The
ability to consider numerous life possibilities other than those that actually exist often
leads the adolescent to become overly idealistic. "Why can't the world be different?”,
they ask; adults reply that someday they will realize that an outcome's being
theoretically possible does not mean that it is likely to occur.

Finally, a characteristic of adolescent thinking that is relevant to a discussion

of their play activities is adolescent egocentrism. The two major forms of egocentrism

‘’Give Instructions Using Classroom Vocabulary’’Pg. 30

 during the teenage years have been referred to as the imaginary audience and the
personal fable, and both result from the adolescent's failure to distinguish his or her
thought processes from those of other people

The imaginary audience is the belief that what is of interest to oneself is of interest to

others as well, and adolescents are often shocked to discover that their passion for a
particular cause is not shared by other people; in fact, most people may be totally
indifferent to an issue that an adolescent may be ready to die for. The issues that are of
greatest concern to most people, of course, are those directly related to themselves:
concerns about one's body, one's clothing, one's personality. Adults are likely to realize,
however, that their interest in themselves is probably not shared by otherbs;
adolescents often feel, on the other hand, that other people are as interested in them as
they are in themselves. 

Adolescent egocentrism appears also in the form of the personal fable, the belief that
one is unique and that no one else could possibly share or understand one's thoughts
and feelings. The often tragic element in the personal fable is that a teenager may take
frightening risks, secure in the belief that nothing bad could happen to him or her. Bad
things happen only to other people. 

The types of play engaged in by adolescents in our society reflect the transition to
formal operational thinking, with its emphasis on abstraction, explorations of the realm
of possibility, and the early confusion in reconciling one's own thoughts and those of
other people. Play also enhances adolescents' thinking processes by offering an
opportunity for them to indulge their need for abstract conceptualization.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 31

 2.2. Pedagogical support7
2.2.1. Socialization Principle
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.

It is important for students to interact with their classmates, with this; they start the
process of socialization, which will help them to put the language and also the
criticism into practice.

2.2.2. Individualization Principle

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.

Teachers have to consider different students’ personalities before they start

doing the Lesson Plan since every detail has to be suitable for them.

7
DOUGLAS BROWN, H. (2001) ‘Teaching by principles: An Interactive approach to Language pedagogy’.
Longman. 2nd Ed. Pearson Education. Iowa, USA.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 32

 2.2.3. The Activity Principle
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.

It refers to the students and their active participation when they are in class,
performing actively helps them to improve their knowledge.

2.2.4. The Motivation Principle

“This aspect is crucial because nobody learns if any reason doesn’t move 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”8

It is important for the teachers to keep students motivated during the whole
class. For that, they will have to create different strategies in order to get their
attention.
e.g.: The school drawing that will be shown at the beginning of the class.
How To Teach Large Groups

Always Warm Them up First

Plan activities that encourage students to volunteer answers, work together in teams, or in
some other way participate in the lesson. The most important thing is to  get them thinking
and speaking in English. If it is a particularly sluggish class, plan to have students out of their
chairs and moving around the classroom.

8
DOUGLAS BROWN, H. (2001) ‘Teaching by principles: An Interactive approach to Language pedagogy’.
Longman. 2nd Ed. Pearson Education. Iowa, USA.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 33

 It is important to consider activities that take students out of their chair.

e.g.: When students have to match commands with numbers according to the
images.

Introduce While Eliciting

Your introduction should not be a time for students to passively acknowledge information.
This is a time for you to see what they already know related to the topic while giving them
the necessary bits of information they will need to complete activities later on in class. Elicit
information such as vocabulary from students. You can call on students if you are asking
them to recall something you have already covered but should rely on volunteers if you are
fishing for something new.

It is important to check students’ previous knowledge, this will tell the teachers
when and what need to reinforce.

e.g.: When the teacher asks students to recognize the vocabulary in the classroom
drawing.

First Practice As A Class

The first practice activity should be done as a class so that students can get an idea of what
the target material is and hear you model everything correctly. Further practice can often be
done individually, in pairs, or in groups. The main challenge while students are working on
something is monitoring them. It is impossible to listen to more than one conversation at a
time so walk through the class during the practice time to ensure that students are doing the
activity, answer questions, and correct the mistakes you are fortunate enough to catch. After
students have completed the activity is when you will have the opportunity to check their
understanding of the material. Cover everything in the practice activity as a class and call on
students who have not yet spoken. Quieter students may simply be shy but usually, students
who do not volunteer do not feel confident about their answers and may need extra help.

It is important to walk around and check who is or isn’t participating in the activities.
Teachers have to clarify some doubts. Also, it is positive to let shy students participate.

e.g.: When the teacher lets the students from the back take part in the matching activity.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 34

Revision Is Fun

Review activities are very similar to warm ups. Something fun and fast paced will help
you end class on a positive note while reinforcing what you talked about during the lesson.
Here you should definitely call on students who have not spoken up during the rest of the
lesson to see if they are following along. This is another great time for you to assess how
students are doing and think about what you might want to review at the beginning of the
next lesson.

While large groups of students can make  classroom management and

discipline especially challenging, you are also able to do a lot of fun activities with sizable
classes that are not appropriate for smaller class sizes. With practice, you will be able to
manage even extremely large class sizes with ease.9

Teachers have to make sure that all the students have participated during the class. They have
to be aware that the assessment goes from the beginning to the end of the class.

e.g.: When teacher lets the student who hasn’t taken part in any game yet, participate in ‘The
King/Queen says’’ activity.

2.3. Didactic Support

2.3.1. The Communicative Approach

RICHARDS, J. AND T. RODGERS 10

Defined an approach as “it refers to theories about the nature of language and
language learning that serves as the source of practices and principles in languages
teaching”, In order to explain Communicative Language Teaching as an approach, it is
necessary to clarify what the language theory is and the language learning theory that this
approach sustain.

9
http://busyteacher.org/4818-how-to-teach-large-groups.html (12th May 2014/ 17:00hrs)
10
RICHARDS, Jack and RODGERS Theodore (1991) “Approaches and Methods in Language Teaching”,
Cambridge University Press; page. 69.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 35

LANGUAGE THEORY:

“The communicative approach in language teaching starts from a theory of language

as communication. The goal of language teaching is to develop “communicative
competences”. Learning a second language was similarly viewed by proponents of
Communicative Language Teaching as acquiring the linguistic means to perform different
kinds of functions.

“At the level of language theory, Communicative Language Teaching has a rich
theatrical base. Some of the characteristics of this communicative view of language follow”

o Language is a system for the expression of meaning.

o The primary function of language is for interaction and communication.
o The structure of language reflects its functional and communicative uses.
o The primary units of language are not merely its grammatical and structural features,
but categories of functional and communicative meaning as exemplified in discourse.

“Communicative Language Teaching means little more than an integration of

grammatical and functional teaching; one of the most characteristic features of
communicative language teaching is that it pays systematic attention to functional as well as
structural aspects of language. For others, it means using procedures where learners work in
pairs or group employing available language resources in problem-solving task”.

People use Language to communicate between others. The Communicative

Approach may be the appropriate Method to achieve this purpose. As it was
mentioned, communication is, first of all, exchanging opinions, information, notions of
social. The students will expect to interact with each other, through pair and group
work; these attempts encourage the student to communicate from the very beginning.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 36

 2.3.1.1. The Principles Of Communicative Approach11:
 Whether possible, ‘authentic language’ – Language as it is used in a real context –
should be introduced.
 Being able to figure out speaker’s intentions is part of communicative competent.
 The target language is a vehicle for classroom communication, not just the object of
study.
 Students must learn cohesion and coherence, those properties of language which
bind sentences together.
 Games are important because they have certain features in common with real
communicative events- there a purpose to the exchange. Also, the speaker receives
immediate feedback from listener on whether or not she has successfully
communicated. Having students work in small groups maximizes the amount of
communicative practice they receive.
 Students should be given an opportunity to express their ideas and opinions.
 Errors are a natural part of learning process.
 One of the teacher’s major responsibilities is to establish situations likely to promote
communication.
 Communicative interaction encourages cooperative relationship among students. It
gives students an opportunity to work on negotiating meanings.
 The social context of the communicative event is essential in giving meaning to the
utterances.
 Learning to use language forms appropriately is an important part of communicative
competence.
 In communicating, a speaker has a choice not only about what to say, but also how to
say it.
 The grammar and vocabulary that the students learn follow from the function,
situational context, and the roles of the interlocutors.

11
LARSEN- FREEMAN, Diane. (2002) “Techniques and Principles”. 2nd. Ed. Oxford University Press.
New York.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 37

 2.3.2. Techniques12
 Authentic materials: To overcome the typical problem that students can’t transfer
what they learn in the classroom to the outside world and to expose students to natural
language in variety of situations, adherents of the communicative Approach advocate
the use of authentic language materials.
 Language games: Games are used frequently in the Communicative Approach. The
students find them enjoyable, and if they are properly designed, they give students
valuable communicative practice.
 Showing pictures (drawing): “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. This technique helps the teacher to control the class. It also helps
to keep the attention of the whole class. Asking questions give good students a chance to
show their knowledge, and give weak or shy students a chance to answer.

 Checking: Teacher is circulating or guiding the correction of student’s work, providing

feedback as an activity rather than within another activity.
 Giving and following instructions: This simple but valuable communicative activity
is used in moment of working with the language. The best activity in the world is a waste
of time if the students don’t understand what it is they are supposed to do.
 Scrambled Sentences: This type of exercise teaches students about the cohesion and
coherence properties of language. Students are told to unscramble the sentences so that
the sentences are restored to their original order.
 Individual – group work: It helps to develop skills of communication and listening;
problem solving; decision-making and critical thinking. 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 don’t understand, and students are
more likely to help each other.

12
LARSEN- FREEMAN, Diane. (2002) “Techniques and Principles”. 2nd. Ed. Oxford University Press.
New York.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 38

 2.3.3. Teaching aids
 Teacher’s Voice: The 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.

Teachers do not have to shout to be audible. Good voice

projection is more important than volume.

e.g.: When the teacher uses his/her voice to ask questions, give
instructions, go on.

 Body Language: The use of hands, arms, face and any part of the body can
effectively in several ways to help the student’s communicative.

The use of body language is very important during the whole class. Especially
when students don’t understand what the teacher had explained, the use of
body language will help them to understand better.

 Games: Games let the students to practice the new knowledge that had been
introduced.

e.g.: Different games created for this lesson.

 The board: Many boards are still chalk based, but white boards (which use marker,
pens) are also common.

 Boards can be used many things: Writing, drawing, sticking things on, projecting
overhead transparencies, etc. (if they are white boards).

The use of the board is very important for teachers since it’s the main
tool in a language teaching process.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 39

  Wall charts: They are used to presenting structures. They can be changed and
moved in an easy way.

Another useful tool in language teaching; especially, when teachers use it to

present different pictures.

 Pictures (drawing): Specifically, pictures (drawing) contribute to interest and

motivation; a sense of the context of the language and a specific reference point or
stimulus.

The use of pictures is a good way to get students attention; it also encourages
students to be motivated during the whole class.

2.3.4. Evaluation

The Formative Evaluation13:

Formative evaluation is a method of judging the work of students while they are doing
different activities. Formative evaluation focuses on the process.
The purpose of formative evaluation is to validate or ensure that the goals are being
achieved and to identify the difficulties of the learning.

The teacher is the one, who is in charge of doing this evaluation, which tells the
students how well he or she did on a specific task, not compared to other
students.

13
https://www.caslt.org/pdf/Background_Formative_Assessment.pdf ( 15th May 2014/ 19:39hrs)

‘’Give Instructions Using Classroom Vocabulary’’Pg. 40

 III. DISCUSSION

1. The prior knowledge plays an important role in students learning process. All
these acquisitions will help them to conduce, connect and understand upcoming
and new ideas related to new topics.
2. The learning process should be taught taking into account students’ own
experiences, thoughts and believes since this will facilitate to obtain better and
faster comprehension.
3. The class environment must be appropriate for students; this will keep students
motivated during the activities set in class. We also, must use different
techniques and strategies in order to encourage our students in class.
4. Since learning a Foreign Language is communicating ideas, thoughts and believes,
it’s recommended that it should be taught with Communicative Approach
Method since it allows students to develop their communicative competence.
5. The same as teachers are always motivating students during the whole class they
also must always be evaluating their students. It helps teachers to see how much
students are learning or not, what Technics are either useful or useless. In other
words, teachers with this, have a better general view of the whole learning
process.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 41

 IV. CONCLUSIONS

6. The prior knowledge played an important role in Students´ learning process

because, without it, Students could have had problems with understanding the
new activities related to giving instructions using classroom vocabulary.

7. The learning process was taught from students´ experiences, thoughts and
believes; in this case, students knew some classroom vocabulary already.

8. The class environment was appropriate for students; it helped them to feel
motivated during the activities set in class. Also, teacher managed different
techniques and strategies in order to encourage the students in class.

9. Since a foreign language is to communicate our ideas thoughts and believes, the
English class was designed with Communicative Approach Method because it
allowed students to develop their communicative competence.

10. The same as the teacher was always motivating students during the whole class
he/she also always was evaluating their students. It helped the teacher to see
how much students have learned or have not, what Technics was either useful or
useless. In other words, the teacher with this, had a better general view of the
whole learning process.

‘’Give Instructions Using Classroom Vocabulary’’Pg. 42

 V. BIBLIOGRAPHY

 CAMBRIDGE ADVANCED LEARNERS DICTIONARY. (2003) 1st. Ed.

Cambridge University Press. New York.
 DOUGLAS BROWN, H. (2001) ‘Teaching by principles: An Interactive
approach to Language pedagogy’. Longman. 2nd Ed. Pearson Education.
Iowa, USA.
 LARSEN- FREEMAN, Diane. (2002) “Techniques and Principles”. 2 nd. Ed.
Oxford University Press. New York.

 RICHARDS, Jack and RODGERS Theodore. (2001) “Approaches and

Methods in Language Teaching”, Cambridge University Press

VI. SITOGRAPHY

 http://www.eslprintables.com/Vocabulary_worksheets/School/Classroom_commands
(10th May 2014/10:00hrs)

 http://en.wikipe dia.org/wiki/Educational_psychology ( 12th May 2014/ 4:30hrs)

 http://en.wikipedia.org/wiki/educational_psychology#learning_and_cognition (12th,
May 2014 ; 17:00hrs)

 http://www.learningandteaching.info/learning/piaget.htm (12th May 2014; 18:00hrs)

 http://mathdl.maa.org/images/upload_library/4/vol3/assessment/vidakovic5-
note1.html (12th May 2014/17:00hrs)

 http://www.education.com/reference/article/general-characteristics-adolescent/?
page=2 (12th May 2014/17:00hrs)

 http://busyteacher.org/4818-how-to-teach-large-groups.html (12th May 2014/

17:00hrs)

 https://www.caslt.org/pdf/Background_Formative_Assessment.pdf ( 15th May 2014/

19:39hrs)

‘’Give Instructions Using Classroom Vocabulary’’Pg. 43