Give and ask for opinion

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(1)TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. UNIVERSIDAD NACIONAL DE TRUJILLO FACULTAD DE EDUCACIÓN Y CIENCIAS DE LA COMUNICACIÓN ESCUELA PROFESIONAL DE EDUCACIÓN SECUNDARIA. Give and ask for opinion. Trabajo de Suficiencia Profesional para optar el Título de Licenciada en Educación Secundaria Mención Idiomas: Inglés-Alemán. AUTORA: Br. Aponte Arro, Claudia Joselyne. TRUJILLO-PERÚ 2019. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(2) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Dedicatoria Dedico este trabajo a Dios en primer lugar por guiar siempre mis pasos y nunca rendirme. A mi familia que siempre me brinda su apoyo incondicional, sobre todo a mi padre que a pesar de la distancia siempre me brinda su apoyo.. Aponte Arro, Claudia Joselyne. ii Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(3) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(4) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Agradecimiento A mi Dios todopoderoso por sus gracias, fuerza, sustento y, sobre todo, su fidelidad y amor desde el comienzo de mi vida académica. A mi encantadora familia por darme su apoyo incondicional, amor y comprensión. A mi padre, por su arduo trabajo, por estar allí brindándome su sincero apoyo, aliento y orientación. A mis hermanos Ronald y Patricia que me mantuvieron en mi camino hacia el éxito.. iv Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(5) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Índice Dedicatoria............................................................................................................................. ii Jurado Dictaminador............................................................................................................. iii Agradecimiento .................................................................................................................... iv Presentación ......................................................................................................................... vii Resumen ............................................................................................................................. viii Abstract ................................................................................................................................. ix Introducción ......................................................................................................................... 10 I. IMPLEMENTED LEARNING SESSION DESIGN ................................................ 11 1.1 General Information ................................................................................................ 12 1.2 Competences ............................................................................................................ 12 1.3 Learning Strategies .................................................................................................. 13 1.4 Learning Development ............................................................................................ 13 1.5 Chart of Values and Attitudes ................................................................................. 18 1.6 Evaluations .............................................................................................................. 18 1.7 Observation Guide (Cognitive) ............................................................................... 19 1.8 Specific Bibliography .............................................................................................. 21 II. THEORETICAL SUPPORT...................................................................................... 22 2.1 Thematic Aspects .................................................................................................... 23 2.1.1. Vocabulary .................................................................................................... 23 2.1.2. Grammar ........................................................................................................ 23 III. PEDAGOGICAL SUPPORT ..................................................................................... 24 3.1 Pedagogical Support ................................................................................................ 25 3.1.1. Motivation ..................................................................................................... 25 3.1.2. Activity .......................................................................................................... 25 3.1.3. Socialization .................................................................................................. 25 3.2 Psychological Support ............................................................................................. 25 3.2.1. The Cognitive Theory .................................................................................... 25 3.2.2. Constructive Theory ...................................................................................... 26 3.3 Didactic Support ...................................................................................................... 26 3.3.1. Communicative Approach ............................................................................. 26 3.3.2. Total Physical Response ................................................................................ 27 3.4 Techniques ............................................................................................................... 28 3.5 Teaching Aids .......................................................................................................... 28 v Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(6) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 3.6 Evaluation ................................................................................................................ 30 Conclusions ......................................................................................................................... 31 Bibliography/ Linkography ................................................................................................. 32 Appendixes .......................................................................................................................... 33. vi Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(7) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Presentación El diseño de la sesión de aprendizaje actual titulado “Give and ask for opinion”, ha sido planeado para que los estudiantes de tercer grado aprendan cómo dar y pedir opiniones sobre prendas de vestir. La lección comenzará con una motivación usando un diálogo para verificar el conocimiento previo de los estudiantes. Durante la lección, el objetivo principal es hacer que los estudiantes sean parte de la clase y su proceso de aprendizaje, haciendo que usen sus habilidades de escritura y expresión oral. Para cumplir con el objetivo de esta lección, se ha considerado el uso de la enseñanza del lenguaje comunicativo para darles a los estudiantes la confianza de participar en lo que están aprendiendo. Las técnicas y los materiales se han elegido teniendo en cuenta los factores de algunos estudiantes, como su edad, grado, conocimientos previos y otros, para maximizar su aprendizaje del idioma inglés.. Aponte Arro, Claudia Joselyne. vii Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(8) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Resumen El presente trabajo de suficiencia profesional titulado: “Give and ask for opinions” se desarrollará en el Centro Educativo Experimental “Rafael Narváez Cadenillas”, ubicado en la ciudad de Trujillo y ha sido diseñada para los estudiantes de tercer año de Educación secundaria. El diseño instruccional tiene como objetivo desarrollar en los estudiantes las competencias lingüísticas del idioma inglés, las cuales son importantes ahora que los estudiantes puedan dar y solicitar opiniones, en este caso utilizando el vocabulario sobre ropa. Aplicando los adjetivos correspondientes al lenguaje común para lo cual se hará uso del método comunicativo, que brinda a los estudiantes la oportunidad de desarrollar sus competencias comunicativas en un contexto real. Además, el profesor propicia un ambiente adecuado para la continua participación en los estudiantes a lo largo de la clase a fin de logra un aprendizaje significativo médiate el uso de imágenes, realia o actividades didácticas.. Palabras claves: Idioma inglés, Opiniones, Adjetivos, Realia, Método comunicativo.. viii Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(9) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Abstract The present professional sufficiency work entitled “Give and ask for opinion.” will be developed in the experimental Educational center “Rafael Narváez Cadenillas”, located in The city of Trujillo. It has been designed for 3rd grade students. The principal aim of the instructional design is developed in students the language skills of the English language, which are important in order to students can give and request opinions, in this case using the vocabulary about clothes and the corresponding adjectives to the common language. That is why the communicative method will be used, which gives students the opportunity to develop their communication skills in a real context. furthermore, the teacher provides a quality learning environment. He encourages the students to participate during the hole class to achieve meaningful learning through the use of pictures, realia or learning activities. Keywords: English language, Opinions, Adjectives, Realia,Communicative method.. ix Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(10) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Introducción Las razones para enseñar escritura a estudiantes de inglés como lengua extranjera incluyen refuerzo, desarrollo del lenguaje, estilo de aprendizaje y, por supuesto, la razón más importante para enseñar escritura es que es una habilidad básica del idioma, tan importante como hablar, escuchar y leer. Para cumplir con los objetivos y funciones del presente plan de lección, cuya función principal es escribir respuestas cortas usando los adjetivos para expresar opiniones en estudiantes de 3er grado de la escuela Rafael Narváez Cadenillas, con el tema "dar y pedir opinión" es vital tener una base significativa como punto de vista. El desarrollo de este plan de lección se basará en algunas teorías de cada aspecto teórico, ya sea psicológico o pedagógico. En la parte psicológica se encuentra la teoría cognitiva, que explica cómo los estudiantes usan sus conocimientos previos para interactuar con el nuevo conocimiento y de esta manera el estudiante puede asimilar el nuevo conocimiento fácilmente. Además, este trabajo se basa en el apoyo didáctico, que considera algunos elementos de práctica lingüística para mejorar el aprendizaje de idiomas de los estudiantes. Como la comunicación lingüística es importante, se hace necesario enfatizar la importancia de comunicar las ideas de los alumnos. Además, también se han aplicado varios principios educativos, diferentes técnicas y ayudas didácticas que se eligieron de acuerdo con los métodos que se utilizan en este plan de lección.. 10 Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(11) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. I IMPLEMENTED LEARNING SESSION DESIGN. 11 Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(12) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Implemented Learning Session Design 1.1 General Information: 1.1.1. Educational Institution School. : “Rafael Narvaez Cadenillas”. Subject. : English. Class. : 3rd. 1.1.2. Lesson Plan Lesson topic. : “Give and ask for Opinion”. Date and time. : September 2019. Class Duration. : 45 Minutes. 1.1.3. References Jurors. : PhD. Aldama Flores, Claver Julio. : MA. Del Rosario Alfaro, José Leonardo. : PhD. Aguilar Carrera, Erika Del Carmen.. 1.2. Competences GENERAL COMPETENCES. SPECIFIC CAPACITIES. Text comprehension. Identify adjectives to give and ask for opinions.. Text production. Write short answers using the adjectives to express opinions.. 12 Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(13) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 1.3 Learning Strategies Specific Capacities. •. Contents. Communicative. Linguistic. Function. Grammar. Giving proper. Structure:. instructions to. Do you like my dress?. express an opinion •. about clothes using Identify adjectives to give and ask for opinions.. adjectives.. Notion. Opinion •. Techniques. Write short answers using the adjectives to express opinions. - Yes, I do/No, I don’t because It’s an old dress.. Vocabulary Nouns-items of clothing: • • • • • •. T-shirt • Shirt Jeans • skirt Dress Sweater cap Shoes. •. language •. Show realia.. •. Oral presentation. •. Topic “Give and Ask for Opinions”. Short Long • new Beautiful Expensive old nice. Class participation. Adjectives: • • • • • •. Body. . •. Individual work.. •. Flip chart. Pronunciation • • • • •. Short: /ʃɔːt/ Long: /lɒŋ/ Beautiful /ˈbjuː.tɪ. fəl/ Old:/əʊld/ Expensive:/ɪkˈspen. sɪv/. 13 Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(14) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 1.4 Learning Development MOMENTS. 2. Introducing the new knowledge 3. Describing the knowledge. Development. Opening. 1. Previous knowledge. MOTIVATION •. Use of word cards. FOR THE TEACHER • • •. • • Present a dialog. • Show pictures. •. Greets the students Introduces herself Asks for the date and sticks the date on the board. Shows students a dialogue talking about clothes with the respective pictures. (Appendix 1) Encourages students to read the dialogue.. FOR THE STUDENT. ASSESSMENT. • Greet the teacher. • Listen to the teacher • Answer the teacher’s question.. •. •. • Check if the. •. Look at the dialogue.. TIME. LEARNING ACTIVITIES. Check if students know the current date.. students understand the dialog.. Read the dialogue.. 2’. 5’. .. • Takes clothes out from • Show realia. • Use of pictures and body language. a bag, asks Ss what they are and tells them to write their names (Appendix 2). • Look at what the teacher shows, say and write what they see.. • Check. if. students identify some clothes.. 10’. 14. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(15) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. • Shows students pictures of some adjectives to describe the items of clothing. (Appendix 3) • Explain how give and ask for opinion.. • Look at the pictures that the teacher shows.. •. Explains Ss how can we answer the question: Do you like my jeans? and encourages students to give their opinions about each item of clothing. (Appendix 4). students recognize adjectives related clothes.. • Answer the teacher’s questions.. • Asks students if they know what the adjectives are.. • Verify. •. Listen to the teacher’s explanation and give their opinion about the items of clothing.. •. if. to. Verify if students learn the new vocabulary items give and ask for opinion.. 15. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(16) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. •. •. Complete dialog. •. Show realia. a. Shows Ss a dialogue completion exercise and explains the instructions. (Appendix 5). • Listen to the instructions and complete the dialogue.. • Check if Ss can complete the dialogue correctly.. 6. Classroom transfer. Conclusion. 4. Free practice. 7’. •. Tells the students that they are going to take one item of clothing from the bag and encourages them to give their opinion. (Appendix 6). •. Look at the teacher’s item of clothing and give their opinion.. • Check if the students are aware of 10’ the vocabulary related to clothes and the use of the adjectives.. 16. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(17) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Work with a flip chart Show pictures. •. • Shows students a flip chart with exercises and gives Ss instructions (Appendix 7) •. • c. 8. Farewell. 7. Extension and consolidation. •. Praise and thank students.. Asks for volunteers to write and say their opinion about each item of clothing.. • Thanks, students, for them participation and says good bye.. •. Listen to instructions, complete exercises.. •. the and the. write and say their opinion about each item of clothing. •. Listen to the teacher and say good bye.. • Verify if students can 10’ use correct terms to describe their opinions about items of clothing.. •. Check if students can express farewell in English.. 1’. 17. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(18) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 1.5 Chart of Values and Attitudes ATTITUDES VALUES. ✓ Respect the teacher. ✓ Respect their classmates.. Respect. ✓ Respect the classroom rules. ✓ Follow the teacher’s instructions. ✓ Participate in class.. Cooperation. ✓ Help and support their classmates. ✓ Share knowledge with their classmate. ✓ Do the activities in class.. Responsibility. Tolerance. ✓ Do homework.. ✓ Respect the teacher’s corrections. 1.6 Evaluations Expected. Achievement. Signs of. learning. indicator. performance. Tools. • Voice Give opinions in an oral and written form using the new vocabulary.. Express opinions Give their opinions about items of clothing properly by using adjectives. using adjectives. .. • Board • Flashcards • Flip charts. 18. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(19) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 1.7 Observation Guide (Cognitive) Indicators. . Write short answers Identify adjectives to give and ask for opinions.. using the adjectives to express opinions.. Students. YES. NO. YES. NO. ABANTO RODRIGUEZ, Edgar Erick ANDRADE RODRIGUEZ, Pamela BALLENA SANTOS, Henry Abad BALVIN HOYOS, Jacy Milagros CASTILLO MANTILLA, Juan Daniel CASTRO HORNA, Yessica Yadira CHACÓN REYNA, Edinson Anthony CORONEL RODRIGUEZ, Mathías Vigil CUBA PRIETO, Mauricio Jefferson DIAZ MUÑOZ, Estefano Valentino FARROÑAN NIEVES, Andrea Tatiana FERNANDEZ GARCIA, Karol Lisseth GARCÍA SANTIAGO, Katia Belen GÓMEZ ALVA, Christian Aarón. 19. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(20) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. GUEVARA ESCOBAR, Antonio Victor Gabriel IBAÑEZ COSME, Joseline Araceli JIMENEZ ODAR, Isabel Guadalupe MÉNDEZ ÁNGELES, Diego Alonso MEZA MARROQUIN, Giuliana NARVAEZ CRUZ, Andrea Cecibel NAVARRO GARCIA, Noelia Esmeralda OSORIO GUILLEN, Diego PACHECO LÓPEZ, Walter Martin PAREDES VASQUEZ, Sebastian PAZ VENEROS, Joseph Giuliano QUIPUSCOA GERMAN, Ingrid ROSALES CHARAJA, Sebastian SANTAMARIA ORBEGOSO, David TELLO GUERRA, Renato Jesus VEGA VASQUEZ, Selmira Margarita VILCHEZ AGUIRRE, Jade Elizabeth ➢ Descriptive Scale 20. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(21) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. A. EXCELLENT. B. GOOD. C. REGULAR. D. BAD. 1.8 Specific Bibliography For Teachers:. Garton-Sprenger, J; Prowse P. (2010) American Inspiration for teens. Macmillan. For Students:. All the materials will be provided by the teacher.. 21. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(22) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. II THEORETICAL SUPPORT. 22. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(23) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 2.1 Thematic Aspects 2.1.1. Vocabulary Clothes: • T-shirt • Jeans • Dress • Sweater • cap • Shoes • Shirt • Skirt 2.1.2. Grammar Verb: like Question form:. Do you like my cap? -. Yes, I do.. -. No, I don’t.. Adjectives The definition of adjectives is that an adjective tells us more and gives us extra information about something. Normally, adjectives are positioned before the noun that they describe: Examples: -. The yellow ribbon.. -. The heavy box.. These adjectives are said to be attributive, meaning they qualify the nouns.. 23. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(24) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. III PEDAGOGICAL SUPPORT. 24. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(25) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 3.1. Pedagogical Support Nowadays, the education is oriented by a series of principals that defines and clarifies its notion. 3.1.1.Motivation Motivation is a kind of internal drive which pushes someone to do things in order to achieve something. Various definitions of motivation have been proposed: From a behavioristic perspective, motivation is the anticipation of reward. In cognitive terms, motivation places much more emphasis on the individual’s decisions. The teacher provides motivating activities during the whole process of learning to make students show a positive attitude. 3.1.2.Activity Its goal is providing multiple opportunities for understanding and construction o meaning at the level appropriate to the emotional and intellectual stage of the student’s development. The teacher asks students take an item of clothing from the bag and give their opinion about the item. 3.1.3. Socialization Building a relationship with and among students is very important. In a trusting relationship, any debilitating anxiety that students feel can be reduced, there by helping students to Stay open to the learning process. Students can learn from their interaction with each other as well as their interaction with the teacher. The teacher encourages students to complete a dialog, working in groups (appendix 4) .. 3.2. Psychological Support 3.2.1.The Cognitive Theory Cognitivism is the learning theory that focuses on “how the information received, organized, stored, and retrieved by the mind. Instruction should be organized,. 25. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(26) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. and presented in a manner that is understandable and meaningful to the learner. It emphasizes retention and recalls using quality-teaching practices. Theorists: Albert Bandura, Jerome Bruner, David Ausbel. -. Start a lesson with a hook to create interest.. The teacher shows real objects to catch students’ attention. (Appendix 2) 3.2.2.Constructive Theory All knowledge is built like you would build anything piece by piece. The piece Piaget used were referred to as schemata which represent anything one might know from an object to a process. He theorized that children learned by encountering new information either finding an existing schema into which they can incorporate the new information or constructing a new scheme. Corresponding teaching approaches - Provide immediate feedback during quizzes and answer questions as they arise. Give praise for correct answers so behaviors are gradually shaped towards desired outcomes. - Students work through exercises until they repeatedly apply desirable search behaviors such as the use of comma after a sequence adverb. The teacher makes emphasis on each exercise solution, praising them if the student gets the right answer. (Appendix 4) 3.3. Didactic Support 3.3.1.Communicative Approach The “what to teach “aspect of the communicative approach stressed the significance of language functions rather than focusing only on grammar and vocabulary. A guiding principle was to train students to use these language forms appropriately in a variety of contexts and for variety of purposes.. Principles of the communicative approach - Language learning is learning to communicate using the target language. - The language used to communicate must be appropriate to the situation. - Learners must have constant interaction with and exposure to the target 26. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(27) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. language. Students are asked to give their own opinions. - Development of the four macro skills: speaking, listening, reading and writing is integrated from the beginning, since communication integrates the different skills. - Communicative activities are essential. Activities should be presented in a situation or context and have a communicative purpose. The teacher asks to take an item of clothing from the bag and give their opinion about the item. - The role of the teacher is that of a guide, a facilitator or an instructor. Evaluation concerns not only the learners’ accuracy but also their fluency. The teacher indicates the task that students have to do, sets the example, helps students to reach the right answers and finally asks for participation that will be part of the evaluation (Appendix 4). 3.3.2.Total Physical Response Total Physical Response (TPR) is a language teaching method built around the coordination of speech and action; it attempts to teach language through physical (motor) activity. Developed by James Asher, a professor of psychology. Pictures and objects are effective to enhance and expand the use of TPR in the classroom. Realia, using realia the students could recognize the things and remember the names easily. It means that they can absorb the material delivered better. Beside these, using realia can make the learning process more fun and attractive. As results, the students’ interest to the lesson was increased and the boredom during the lesson can be avoided. Teacher uses realia to teach vocabulary about clothes (appendix 2). 27. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(28) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 3.4 Techniques In pair work students can practice language together. They can write or practice dialogues predict the content of reading texts, or compare notes on what they have listened to or seen. It allows students to work and interact independently without the necessary guidance of the teacher. The teacher asks for volunteers to work in pairs, making questions and answers. Conversation practice; the teacher asks students a number of questions in the target language, which the students have to understand to be able to answer correctly. In the class observed, the teacher asked individual students questions about themselves. The questions contained a particular grammar structure. Later, the students were able to ask each other their own questions using the same grammatical structure. Students take one cloth from the bag and answer the teacher’s questions. Fill-ln-the-blank exercise, this technique has already been discussed in the GrammarTranslation Method, but differs in its application in the Direct Method. All the items arc in the target language; furthermore, no explicit grammar rule would be applied. The students would have induced the grammar rule they need to fill in the blanks from examples and practice with earlier parts of the lesson.. The teacher gives the students a worksheet. They have to complete in the blanks with the new vocabulary. 3.5 Teaching Aids Board: The most versatile piece of teaching equipment is the board is of the more traditional chalk-dust variety or the white board., written on with marker pens. Boards provide a motivating focal point during whole-class grouping. We can use boards for variety if different purposes, including: Note pad, Explanation aids, picture frame, public workbook and game board.. 28. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(29) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. The teacher uses the board to stick all the wall charts used during the whole class.. Pictures Teachers have always used pictures or graphics-whether drawn, taken from books, newspapers and magazines, or photographs-to facilitate Learning-Pictures can be in the form of flashcards, large wall pictures, cue cards, photographs or illustrations. Some teachers use projected slides, images from overhead projector or projected computer images. Teacher uses pictures because they are useful visual aids available. (Appendix 4) 4. 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. During the whole class the teacher uses her voice to give instructions, asks questions, helps the students, etc.. 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. Flip chart It’s a stationery item consisting of a pad of large paper sheets. It is typically fixed to the upper edge of a whiteboard, typically supported on a tripod or four-legged easel. The teacher presents a flip chart with exercises according to the topic that allows the students to develop their writing skills. Sticky tac: A sticky substance which is used for joining things together permanently. 29. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(30) TSP UNITRU. 3.6. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Evaluation The formative evaluation Formative evaluation is comprised of two areas for assessment, the learning unit, and student behavior. An instruction unit generally comprises more than a single lesson but is more likely a meaningful division of instructional material through presentation of different topics and/or objectives that are contextualized within a larger scope and sequence. The teacher notices the participation and the attitude of the students during the whole class. .. 30. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(31) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Conclusions Theorical Support - The different techniques and teaching aids used by the teacher motivates 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. - The teacher uses a formative evaluation during the whole class, observing their participation and effort to achieve the goals. - It is important the teacher look if students are doing the tasks and if they are participating during the whole class. - It is possible to catch students’ attention when new vocabulary was presented through realia.. Pedagogical Support - The motivation is an important factor, because that is the reason students can feel comfortable during the whole class. - Students get the idea of using adjectives during the activities developed without a detailed explanation. - Use the target language during the whole class to let students their opinions and emotions. - The communicative approach makes possible a develop communicative competence among the students. - The students ‘participations and their correct answers show the understanding of the students.. 31. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(32) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Bibliography/ Linkography Theorical Support Ginger (9thSeptember). Adjectives definition. https://www.gingersoftware.com/content/grammarrules/adjectives/lists-ofadjectives/ Orilina Argawati, Ningtyas. The Effectiveness of Using REALIA in Teaching English Vocabulary to the 3rd Grade of Elementary School Students. (PDF file). https://core.ac.uk/download/pdf/12349873.pdf Pedagogical Support . Brown, H. Douglas. (2004). Principles of Language learning and teaching-4th ed. San Francisco State University. Harmer, J. (2007). How to teach English. England. Pearson Education Limited. Harmer, J. (2001). The Practice of English Language Teaching-3th ed. England. Pearson Education Limited. Larsen-Freeman, D; Anderson M. (2011). Techniques & Principles in Language Teaching3rd edition. Oxford University Press. Richards, Jack; Rogers, T. (1986), Approaches and Methods in Language Teaching, Cambridge University Press. 32. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(33) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIXES. 33. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(34) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX 1. A: Cristina, today is the Gaby’s Party? B: yes! I bought new clothes for the party? A: really? Show me please! B: look! Do you like this dress? A: Yes, I do because It’s a beautiful dress. B: What about this? Do you like these white sweaters? A: No, I don’t because It’s old. B: jajaja. Humm, Let’s see. These are my new shoes. Do you like them? A: Yes, I do because They’re nice. B: Now I have the perfect outfit for the party! Thank you!. 34. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(35) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX 2. 35. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(36) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX 3. SHORT LONG. NICE BEAUTIFUL. OLD. NEW. 36. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(37) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. EXPENSIVE. CHEAP. 37. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(38) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX 4. 1. DO YOU LIKE MY T-SHIRT? ➢ Yes, I do ➢ No, I don’t. Because It’s a nice t-shirt . Because It’s an expensive T-shirt.. 2. DO YOU LIKE MY SHOES? ➢ Yes, I do ➢ No, I don’t. Because They’re beautiful shoes. Because They’re old shoes.. 38. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(39) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX 5 I.. INSTRUCTION: READ AND COMPLETE THE DIALOG.. At the shopping center Laura: I need to buy new clothes because I’m going to travel to another city. Bianca: great! Let’s start. Look at this blouse. Do you like it? Laura: No, I don’t because It’s a long blouse. Bianca: What about this T-shirt? Do you like it? Laura: Yes, I do because It’s nice. Bianca: Look at these heels! Do you like them? Laura: The red ones? Yes, I do! Because they’re beautiful. Bianca: Do you need more clothes? I’m starving. Laura: that’s all for today. Let’s eat pizza. Bianca: Perfect! Let’s go.. 39. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(40) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX 6. I. CHOOSE AN ITEM OF CLOTHING FROM THE BAG AND ANSWER THE TEACHER’S QUESTIONS.. 40. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(41) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX 7 WORKSHEET A. LABEL THE PICTURES.. CLOTHES. B. ANSWER THE QUESTIONS. GIVE YOUR OPINION ABOUT THE CLOTHES. 1.. Do you like the sweater? Example: Yes, I do. It’s a nice sweater.. 2. Do you like the black cap? _______________________, because It’_________________________. 3. Do you like the dress? ____________________, because It’s __________________________.. ______________________, because They’re _____________________________.. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/. 41.



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