At the full English Restaurant

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(1)TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. UNIVERSIDAD NACIONAL DE TRUJILO FACULTAD DE EDUCACIÓN Y CIENCIAS DE LA COMUNICACIÓN. TRABAJO DE SUFICIENCIA PROFESIONAL. Para optar el Título Profesional de Licenciado en Educación Secundaría con mención en Idiomas: Inglés - Alemán TEMA: At the full English Restaurant. GRADUANDO Br: Castañeda Miranda, Fiorella Lindsay MIEMBROS DEL JURADO:  Presidente: Dr. Carlos Calderón Calderón  Secretario: Mg. Tatiana Rodríguez Calderón  Miembro: Dr. Erika Aguilar Carrera. Trujillo - Perú 2018. 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. A mis. familiares que me dieron su ayuda, apoyo, comprensión, paciencia. y cariño para realizarme. profesionalmente.. A mi hijo por ser mi motor, mi fuerza y motivación para luchar y seguir adelante.. A mi abuela Marina por sus enseñanzas, cariño, ejemplo y constante esfuerzo por sacarme adelante desde mi niñez y hacer de mí la mujer que soy ahora.. 2. 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. PRESENTACIÓN El inglés es el idioma de la ciencia, la aviación, las computadoras, la diplomacia y el turismo. Tener un buen dominio del idioma inglés aumenta tus posibilidades de conseguir un buen trabajo en una empresa multinacional dentro de tu país o en el extranjero. Por lo tanto, hacer que nuestros estudiantes mejoren su inglés les ayudará a lograr mejores oportunidades para trabajar en todo el mundo.. Esta lección “At the Full English restaurant"; ha sido diseñada para los estudiantes de tercer grado. Su objetivo es satisfacer las necesidades de los jóvenes estudiantes de inglés ofreciendo una forma fácil e interesante de aprender la lengua meta y utilizarla en sus vidas. Esta lección introduce a los alumnos a reconocer expresiones formales e informales en una situación real y los incita a hablar de ello. Para lograr esto, he considerado el Enfoque Comunicativo, que proporciona a los estudiantes situaciones de aprendizaje que les ayudan a desarrollar sus competencias comunicativas al contextualizar el lenguaje en el aula.. Castañeda Miranda, Fiorella Lindsay. 3 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. AGRADECIMIENTOS. Agradezco en primer lugar a Dios por darnos la vida y la salud y no dejarnos desvanecer en el largo camino de nuestros estudios profesionales.. A la Universidad Nacional de Trujillo por haberme acogido y albergado estos cinco años de estudio y haberme brindado lo necesario para poder realizar y culminar nuestra carrera profesional con éxito.. A mis queridos maestros por haber compartido conmigo sus conocimientos, y darnos su apoyo para seguir adelante día a día.. Y para finalizar, agradezco también a mis compañeros de clase por el cariño recibido, apoyo y vivencias inolvidables que compartimos juntos.. 4 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. RESUMEN. El idioma inglés es el idioma más hablado en el mundo y el conocimiento del mismo garantiza que nuestros estudiantes logren mejores oportunidades en cualquier parte del mundo. Sin embargo, sabemos que éste como todos los idiomas, se pueden expresar de manera formal e informal de acuerdo al contexto en que se encuentre. Así por ejemplo, si es una situación formal de trabajo y tienes que dirigirte a un superior, las expresiones a usar serán netamente las formales, por el contrario si es una comunicación entre amigos o personas de confianza se usarán las expresiones informales.. En razón de lo mencionado de la presente sesión de aprendizaje titulado “AT THE FULL ENGLISH RESTAURANT”, llevada a cabo el día 30 de Noviembre del 2018 con los estudiantes del 3° año de la Institución Educativa “San Nicolás” a horas 2:30 pm tuvo como propósito que los estudiantes utilicen las expresiones formales e informales para ordenar comidas, bebidas y postres en un restaurante usando el método comunicativo.. Cabe resaltar que se implementó el aula con imágenes, manteles y cubiertos para acercar a los estudiantes a un contexto similar, lo cual resultó motivador e interesante, pues los estudiantes se mostraron muy involucrados en la actividad.. Palabras Claves: expresión formal, expresión informal, comunicación, conocimiento.. 5 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. ABSTRACT. English is the most widely spoken language in the world and knowledge of it ensures that our students get better opportunities anywhere in the world. However, we know that this, like all languages, can be expressed formally and informally according to the context in which it is found. For example, if it is a formal work situation and you have to address a superior, the expressions to use will be clearly the formal ones, on the contrary if it is a communication between friends or people of confidence the informal expressions will be used.. Because of the above mentioned learning session entitled “AT THE FULL ENGLISH RESTAURANT", held on November 30, 2018 with the students of the 3rd year of the Educational Institution San Nicolas"; at 2:30 pm had as purpose that students use formal and informal expressions to order meals, drinks and desserts in a restaurant using the communicative method.. It should be noted that the classroom was implemented with images, tablecloths and cutlery to bring the students closer to a similar context, which was motivating and interesting, as the students were very involved in the activity.. Keywords: formal expression, informal expression, communication, knowledge.. 6 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. INDICE DEDICATORIA PRESENTACIÓN AGRADECIMIENTOS RESUMEN ABSTRACT I.. LEARNING SESSION DESIGN ……………………………………..… 8. II.. General Information……………………………………………………… 8. III.. Capacities…………………………………………………………………. 8. IV.. Learning Strategies………………………………………………………. 9. V.. Learning Development………………………………………………… 10. VI.. Chart of values and attitudes………………………………………… . 13. VII.. Evaluation……………………………………………………………… .13. VIII.. Observation Guide……………………………………………………….14. IX.. Specific Bibliography…………………………………………………… 15. X.. Website…………………………………………………………………... 15. XI.. Appendix…………………………………………………………………. 16 Appendix 1………………………………………………………………. 17 Appendix 2……………………………………………………………… 18 Appendix 3 ……………………………………………………………... 19 Appendix 4………………………………………………………………. 20. THEORETICAL SUPPORT……………………………………………………….. 21 I.. Introduction……………………………………………………………… 22. II.. Thematic Aspect……………………………………………………………… 23. III.. Psychological Support………………………………………………….. 24. IV.. Pedagogical Support…………………………………………………… 26. V.. Didactic Support……………............................................................ 27. VI.. Techniques……………………………………………………………… 33. VII.. Teaching Aids…………………………………………………………… 34. VIII.. Evaluation ………………………………………………………………. 36. IX.. Discussion…………..………………………………………………….. 37. X.. Conclusion……………………………………………………………… 38. Bibliography………………………………………………………………………... 39 7 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. LEARNING SESSION DESIGN. I. GENERAL INFORMATION:. 1. Educational Institution 1.1.. School. : I. E “ San Nicolás”. 1.2.. Subject. : English. 1.3.. Class. : 3rd “B”. 1.4.. School teacher. : Carolina Zavala. 2. Lesson Plan 1.1.. Lesson topic. : At the Full English restaurant. 1.2.. Date and Time. : Friday, 30th November, 2018. 1.3.. Class duration. : 45 minutes. II. CAPACITIES. GENERAL CAPACITIES. Oral comprehension. SPECIFIC CAPACITIES. -Recognize the vocabulary given in class. -Understand formal and informal expressions for ordering food and drinks in a restaurant.. Oral production. -Express the formal and informal expressions for ordering food and drinks in a restaurant in oral form.. 8 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. III. LEARNING STRATEGIES: SPECIFIC CAPACITIES. CONTENTS. COMMUNICATIVE. LINGUISTIC. FUNCTION. GRAMMAR Modals. Making requests and offers. . TECHNIQUES. . Show pictures. . Asking questions. I would like… I will have…. and giving. I want… NOTION. . To ask for food and drinks in a restaurant.. . Food and drink. Formal and informal expressions. .  TOPIC. I would have the soup as a starter. I would like the salad, please. I will have the steak for the main course. Informal. At the Full English restaurant.   . . . Class. Formal. . . answers.. SITUATION. . Students ask for food and drinks in a restaurant.. . participation. . Roulette game. . Group work. . Speaking activity. The menu, please. A soup for me, please. The salad is fine, thanks. A glass of soda, please. Just a fruit salad.. 9 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. IV. LEARNING DEVELOPMENT MOMENTS. 1. Previous knowledge 2. Introducing the new knowledge. DEVELOPMENT. OPENING. MOTIVATION. . . . FOR THE STUDENTS. The teacher dresses as a waitress, acts out and sets the classroom as a restaurant.. . By presenting the menu, mention the date.. . Pictures about food and drinks on the menu.  Useful expressions to ask for the menu.. Greet the teacher.. FOR THE TEACHER.  Greets the students.. TIME. LEARNING ACTIVITIES ASSESSMENT. . Check if students can understand. 5.  . Listen to the teacher.. Observe and identify the meals, drinks and desserts on the menu. Observe and identify the expressions to ask for the menu..  Introduces herself and tell the date.. . Presents pictures about the food, drinks and desserts on the menu. (appendix 1)  Introducing the topic showing expressions and pictures. (appendix 2). . Check if students can relate the expressions and the pictures shown.. 5. 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) 5. Free practice. CONCLUSION. 4. Guided practice. 3. Describing the new knowledge. TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT.  Creates a threat-free environment.  Gives Ss a sense of control..  Pay attention to the teacher’s explanation..  Praises the Ss with encouraging words..  Repeat after the teacher..  Keeps a positive attitude.  Gives Ss a sense of control.  Praises the Ss with encouraging words.  Get the worksheet and do the task.. . . . . Let’s play “spin the Roulette”. Keeps a positive attitude.. Involve students in the activity..  Stick the papers correctly in the menu chart.. . Listen to the teacher’s instructions about the game “Spin the Roulette”.. By using the poster board, order their menu using whether formal or informal expressions..  Presents and explain the students the formal e informal expressions to ask for food and drinks. (appendix 2)  Makes them practice the pronunciation.  Hands the students worksheet out for them to do some tasks.  Asks students to stick the papers correctly in a menu chart. (appendix 3). . . . Verify if students can understand the explanation.. . Check if students can recognize the new expressions by context.. Tells the students to choose a representative from the group to spin the Roulette. (appendix 4).  Verify if students can understand the explanation.. Hands the students a piece of poster board out for them to order their food, drinks and desserts. (appendix 5).  Check if Ss can order their menu using the vocabulary given.. 10. 15. 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) 7. Extension and 6. Classroom consolidation transfer. TSP UNITRU. . . Biblioteca de Educación y Ciencias de la Comunicación – UNT. Provides opportunities for students to participate.. . Praises students with rewarding expressions.. . . Raise their hand and answer the question orally.. Listen to the teacher.. “Say goodbye”. . Ask students what they have learned and when they are going to use formal and informal expressions.. . . Thanks the students for Their attention and participation..  Check the student’s comprehension.. 5. 5. Says “goodbye”. 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. V. CHART OF VALUES :. VALUES. ATTITUDES  Do the activities in class.. Responsibility.  Do the tasks.  Participate in class.. Cooperation.  Help and support their classmates.  Share knowledge with their classmates.  Respect the teacher.. Respect.  Respect their classmates.  Follow teacher’s instructions.. VI. EVALUATION:. Expected learning. Achievement indicator. Signs of performance. Tools  Voice. .  Recognize the To ask for  Answer questions vocabulary given in  Board food and class. drinks in a  Do exercises  worksheets restaurant.  Understand formal and informal expressions for  Work in groups ordering food and  pictures drinks in a restaurant.  Express the formal and informal expressions for ordering food and drink s in a restaurant in oral form..  Express requests.  roulette. and offers.. 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. VII. OBSERVATION GUIDE (COGNITIVE).. Indicators.  Recognize the vocabulary given in class.. Students A 1.. ALDEA SAAVEDRA, Alexandre Manuel. 2.. ANDRADE AGUILAR, Daniel Jesús. 3.. ARCE CREUZ, Luis Enrique. 4.. BECERRA ROMERO, Marco Antonio. 5.. CALLE HARO, Stefano Joel. 6.. CAMPOS ALAYO, Lener Jesús. 7.. CRUZ VASQUEZ, Jack Fabricio. 8.. CUBAS BARDALES, Jhordan Xavier. 9.. DAGNINO JIMENEZ, Sergio Alonso. 10.. GUZMAN GRAUS, Jeferson Adelmo. 11.. LAVADO MENDO, David Stefano. 12.. PAREDES POLO, Samuel Isaac. 13.. PIZARRO ACEVEDO, Daniel Aaron. 14.. SANTILAN ROMERO, Roberto Alcides. 15.. SEGURA CARBAJAL, Víctor Antonio. 16.. TIBURCIO PUELLES, Yommer Stalyn. 17.. VELA DURAND, Juan Carlos. B. C. D.  Understand formal e informal expressions for ordering food and drinks in a restaurant. A. B. C. D.  Express the formal e informal expressions for ordering food and drinks in a restaurant in oral form. A B C D. 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. DESCRIPTIVE SCALE A. EXCELLENT. B. GOOD. C. REGULAR. D. BAD. VIII. SPECIFIC BIBLIOGRAPHY 1.1.. For Teachers: . HARMER, Jeremy. (2009). ”How to teach English” Longman. . LARSEN – FREEMAN, Diane; Techniques and Principles in Langua ge America. . ENGLISH 3. Ministerio de Educación República del Perú., 2015.. . English Students book – 3rd Grade. Manual del Docente y Libro del estudiante.. 4.2 . For Students: . All the materials will be provided by the teacher.. IX. WEBSITES . http://www.eslhelpdesk.com/Library/wouldyouplease.htm. . http://www.ealta.eu.org/documents/resources/Breakthrough%20specificati on.pdf. 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. Appendix. 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. Appendix n° 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. Appendix N° 2. 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. Appendix N° 3. 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. Appendix n° 4. MY MENU. Starter. Main course. Drink. Dessert. 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. THEORETICAL SUPPORT. 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. I.. Biblioteca de Educación y Ciencias de la Comunicación – UNT. INTRODUCTION. Teaching to communicate in a second language has changed methods of instruction in the best language programs. Before, students learned a lot about a language, how to conjugate every verb. Nowadays, the emphasis is developing student’s communications skills, what can they do with a language and besides they can use the language in their life to communicate their ideas, opinions and emotions. In order to fulfill the objectives and functions of the present lesson plan whose main function is to give the information using the formal and informal expressions to the third Grade “B” students of “San Nicolas” high school, with the topic “At the Full English restaurant”. It is vital to have a strong and meaningful basis as a standpoint. The lesson plan development will be based on some theories of each theoretical aspect, either psychological aspect or pedagogical. In the psychological part, it is the Cognitive theory, which explains how students used their previous knowledge to interact with the new knowledge, and through this way, students can assimilate the new knowledge easily. Besides it, 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. In the pedagogical part, we will learn "how” teaching and learning occurs. Students are not empty vessels to be filled with our expert knowledge. They must construct their own understandings through our considered learning experiences. Furthermore, this work is based on the didactic approach, which considers some language practice items to improve the students’ language learning. Therefore, since language communication is a necessity, it becomes a need to emphasis on developing students’ communicative skills. Moreover, it has also been used several educational principles, different. 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. techniques and teaching aids that were chosen according to the mentioned methods. Finally, there will be a discussion of the content compared with the topic and some conclusions will be drawn from the discussion of results.. II.. THEMATIC ASPECT. Formal and informal expressions in English Formal language is used in “serious” situations or that involve people we don’t know well. Informal language is more commonly used in situations that are more relaxed and involve people we know well. Formal language and informal language are associated with particular choices of grammar and vocabulary. For example, contractions and short words are more common in informal language. As the communicative situation occurs in a restaurant, the examples are related to it. Formal expressions. - There are not any contractions in a formal speaking so, the words are long. . I would like the soup, please.. . I will have the salad as a starter.. . I will have the steak for the main course.. . I would like an ice cream, please.. Informal expressions. - There are contractions so; the words are shorter than in the formal way.  . I want a soup, please I want a salad, please.. . The steak and vegetables for me, please. . An ice cream is fine.. 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. III.. Biblioteca de Educación y Ciencias de la Comunicación – UNT. PSYCHOLOGICAL SUPPORT. 2.1 THE MOTIVATION PRINCIPLE “This aspect is crucial because nobody learns if any reason moves her/ him. The students will feel attracted by the audios which are from real life, the topics that are 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”.( Gardner and Lambert, 1972). 2.2 CONSTRUCTIVIST THEORY (J. Bruner) Bruner's theory on constructivism encompasses the aim that education should be to create autonomous learners and that learning as an active process where learning is able to form new ideas based on what their current knowledge is as well as their past knowledge. A cognitive structure is defined as the mental processes, which offers the learner the ability to organize experiences and derive meaning from them. These cognitive structures allow the learner to push the past given information in constructing their new concepts. The learner, often a child, will take pieces of their past knowledge and experiences and organize them to make sense of what they know, then base further concepts and solve additional problems based upon a combination of what they already processed and what they think should be processed next.. Bruner's three mode of representation: 1) Enactive. - It involves encoding action based information and storing it in our memory. 2) Iconic. - This is where information is stored visually in the form of images. 3) Symbolic. - This is where information is stored in the form of a code or symbol, such as language. 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. For Bruner (1961), the purpose of education is not to impart knowledge, but instead to facilitate a child's thinking and problem-solving skills, which can be transferred to a range of situations. Specifically, education should also develop symbolic thinking in children.. 2.2 THE COGNITIVE THEORY In cognitive learning, the individual learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information. Cognitive learning enables us to create and transmit a complex culture that includes symbols, values, beliefs and norms because cognitive activity is involved in many aspects of human behavior. James Hartley has usefully drawn out some of the key principles of learning, as he puts it: 'Learning results from inferences, expectations and making connections. Instead of acquiring habits, learners acquire plans and strategies. The principles he identifies are:. Instruction should be well-organized: Well-organized materials are easier to learn and to remember.. Instruction should be clearly structured: Subject matters are said to have natural structures and logical relationships between key ideas and concepts to link the parts together.. The perceptual features of the task are important the way a problem is displayed is important if learners are to understand it.. Prior knowledge is important previous learning must fit with what is already learned.. Differences between individuals are as important as they will affect learning: Differences in 'cognitive style' or methods of approach influence learning.. 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. 2.3 COGNITIVE AND METACOGNITIVE FACTORS. Nature of the Learning process The learning of the complex subject matter is most effective when it is an intentional. process. of. constructing. meaning. from. information. and. experience. For this reason, learning in school emphasizes the use of intentional process that students can use to construct meaning from information, experience and their own thoughts and believes. All students after receiving the information of the topic will understand the meaning related to it with their own experiences and believes, so they will be able to apply it to the practice in class. Thinking about thinking Successful learners can reflect on how they think and learn, set reasonable learning or achieve their goals, select potentially appropriate learning strategies or methods and monitor their progress toward these goals. In addition, successful learners know what to do when a problem arises; they are not making or timely progress toward a goal.. IV.. PEDAGOGICAL SUPPORT. Nowadays, the education is oriented by a series of principles that defines and clarifies its notion.. INDIVIDUALIZATION Students have needs and abilities that are unique. There are differences in their speaking, listening, writing, reading activities; differences in the way of thinking; feeling; etc. This principle tells that the center of the educational action is the person who has to adapt himself some interest and procedures. Each person wants the greatest perfection to develop whatever he wants individually. The role of the teacher is to observe and to orientate his studies adequately.. 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. SOCIALIZATION The purpose of Education is to socialize students. When students work in pairs or small groups and ask each other about their answers, they interact, and at the same time they learn to communicate in the target language and assimilate knowledge, experiences, and so on.. THE ACTIVITY "Learning by doing", students will improve their knowledge of the language and the world if they are in constant activity. It means in the educational process, the student must be agent and the actor of his own seaming. The teacher will provide to the student’s activities relate to their personal activities. The learning environment should also be designed to support and motivate the learner's thinking.. THE MOTIVATION This aspect is crucial because nobody learns if any reason moves her/him. The students will feel attracted by the pictures which are from real life, the topic that is familiar to them, the interesting exercises and everything used in class; not only because of the entertainment but also because of the participation, the intellectual challenge, etc.. V.. DIDACTIC SUPPORT. 3.1 COMMUNICATIVE APPROACH RICHARDS, J. AND T. RODGERS 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.. 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. THE COMMUNICATIVE PARADIGM Morrow (1979) argued that communicative language testing as well as being concerned with what the learner knows about the form of the language and about how to use it appropriately in contexts of use (COMPETENCE), must also deal with the extent to which the learner is actually able to demonstrate this knowledge in a meaningful communicative situation (PERFORMANCE). It is held that the performance tasks candidates are faced with in communicative tests should be representative of the type of task they might encounter in their own real-life situation and should correspond to normal language use where an integration of communicative skills is required with little time to reflect on, or monitor language input and output.. 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. Language techniques are designed to engage learners in the use of language for meaningful purposes.. o. Activities in which language is used for carrying out meaningful task promote learning. 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. o. Communicative approach seeks to use authentic resources.. o. Errors are a natural part of learning language.. The teacher uses pictures in order to catch the students’ attention for example when shows them on the board some pictures of situations that happen in a restaurant. The students try to make their best using the target language when they give information about the correct use of formal or informal expressions to ask for food and drinks. The trainee lets them talk and express themselves even when they make mistakes.. Basic Principles for Teachers - A teacher's main role is a facilitator and monitor rather than leading the class. In other words, "the guide by the side" and not "the sage on the stage". - Lessons are usually topic or theme based, with the target grammar "hidden" in the context e.g. to say some activities in the past. - Lessons are built round situations/functions practical and authentic in the real world e.g. asking for information about students' activities in the past. - Activities set by the teacher have relevance and purpose to real life situations - Students can see the direct benefit of learning. Dialogues are used that Centre around communicative functions, such as socializing, asking and giving information about past activities. - Emphasis on engaging learners in more useful and authentic language rather than repetitive phrases or grammar patterns. - Emphasis on communication and meaning rather than accuracy. Being understood takes precedence over correct grammar. The fine-tuning of grammar comes later.. 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. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Basic Principles for Learners - Learners are often more motivated with this approach as they have an interesting what is being communicated, as the lesson is topic or theme based. - Learners are encouraged to speak and communicate from day one, rather than just barking out repetitive phrases Learners practice the target language a number of times, slowly building on accuracy Language is created by the individual, often through trial and error. - Learners interact with each other in pairs or groups, to encourage a flow of language and maximize the percentage of talking time, rather than just teacher to student and vice versa. - Unless the focus is on the accuracy stage of the lesson, learners are corrected at the end of an activity so as not to interrupt their thought process.. CHARACTERISTICS OF THE COMMUNICATIVE APPROACH Although. no. single. methodology. has. been. described. for. the. communicative approach, several characteristics are summarized as follow.. Communicative. approach. stimulates. 'real. life'. communicative. experiences: Froese V in his book named as 'Introduction to whole language teaching and learning' (1991) mentioned this characteristics of communicative approach. Learners should conduct an interview because they actually need information. In role playing process, the purpose is to learn how to formulate appropriate questions. But here, as Froese V noted these activities should not only stimulate real life experiences but, whenever possible, should actually be real life experiences.. 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. The learning task is content-based, theme-based, and project-based or some combination of the three: Instruction in listening and speaking, as well as reading and writing, is given within the context of handling various learning tasks, which involve learners with language. This learning task is content based according to Early M & Tang M as described in their book named as Helping ESL students cope with content -based text (1991), 'themebased' according to Candling C & Edelhoff C as described in their book Challenges (1982) and 'project based' according to Fned-Booth D as described in the book 'Project Work' (1986). Within the context of an interview, questioning skills can be taught. Students need the opportunity to express themselves through a variety of experiences and tasks.. Analysis of language is done in specific contexts: Language drills, recitation and isolation grammar exercises are not the ways to acquire any language. Analysis of language is done in specific contexts. Decontextualized language is not used as a basis for skill instruction.. The focus is not upon listening and speaking but upon using language to communicate and to learn: As students use language to learn in various subject areas, it becomes necessary for them to communicate with peers in large and small groups as well as with the teacher. Collaborative talk can occur between peers in quite an informal way or in more formal cooperative learning groups.. Listening and speaking skills as vehicles for learning across all subjects' areas: Barnes D in his book named as 'Oral language and learning' (1990) described that listening and speaking become valuable not only as 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. isolated skills or groups of skills, but as vehicles for learning across all subject areas. Oral communication should be integrated with other areas of instruction.. . TEACHING READING. Traditionally, the purpose of learning to read in a language has been to have access to the literature written in that language. In language instruction, reading materials have traditionally been chosen from literary texts that represent higher forms of culture. This approach assumes that students learn to read a language by studying its vocabulary, grammar, and sentence structure, not by actually reading it. In this approach, tower level learners read only sentences and paragraphs generated by textbook writers and instructors. The reading of authentic materials is limited to the works of great authors and reserved for upper level students who have developed the language skills needed to read them. Sequences "ESA" in a reading class: "Engage (Before reading)": This is the point in a teaching sequence where teachers try to arouse the students’ interest, thus involving their emotions. The purpose of a pre-reading task is usually to activate students' prior knowledge. Activities and materials, which frequently engage students include music, stimulating pictures, amusing anecdotes, etc. E.g. students will look at the picture of a person and be asked to guess what their occupation is before they read about this person. When students are engaged, they learn well than when they are partly or wholly disengaged. "Study (During reading)": Study means any stage at which the construction of language is the focus. Study activities are those where the students are asked to focus in on language for (or information) or how it is constructed Students can study in a variety of different styles: the teacher can explain grammar: they can study language evidence to 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. discover grammar for themselves; they can work studying in a reading or vocabulary. Etc. "Activate (After reading)": This element describes exercises and activities, which are designed to get students using language as and ''communicatively" as they can. The objective for the students in not to focus on language construction and or practice specific tits of language (grammar patterns particular vocabulary Items or functions) but for them to use all and any language which may be appropriate for a given situation or topic. Thus, activate exercises over students a chance to try out a real language use with Utile or no restriction— a kind of rehearsal for the real world Typical activate exercises include roleplays, advertisement design, debates and discussions, story and poem writing, describes and draw, etc.. VI.. TECHNIQUES. SHOWING PICTURES: Pictures are the most useful visual aids available to the teacher. They can result a good way to engaged to the learners with new situations or vocabulary and practice many aspects of the language. When the teacher shows different visual aids about the topic. For example, when the teacher presents the menu, explains the expressions used to ask for food and drinks in a restaurant. 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. When the teacher asks questions to the students. For example, when the teacher asks them about the expressions used to ask for food and drinks in a restaurant, they have to answer according to what they remember or understood. 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.

(34) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. GIVING AND FOLLOWING INSTRUCTIONS: This is a simple but valuable communicative activity. This is the use of the language at work. During the whole class, the teacher gives instructions for the activities. For example, the teacher explains what they have to do with the work material given. CHECKING Teacher is circulating or guiding the correction of student’s work, providing feedback. When the teacher walks around the class helping them if they have some doubts and have to do some tasks. VII.. TEACHING AID Teaching aids are helpful tools for teaching in a classroom or with individual learners. Teacher can use them to: . Help learners to improve reading and other skills.. . Illustrate or reinforce a skill, fact or idea.. . Relieve anxiety, fears or boredom, since many teaching aids like games.. 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. During the class, the teacher uses her voice to give instructions. BODY LANGUAGE: The use of hands, arms, face and any part of the body can effectively in several ways helps the students to understand. When the teacher tries to explain something that the students do not understand, using her hands and face. For example, when the teacher uses her body language during the class to make students understand the instructions. 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. WORKSHEETS: Worksheets allow teachers to measure the students’ learning. A work material can contain different kind of exercises according to the content of the lesson. The teacher gives them a work material according to the lesson and that allows the students to reinforce what they have learned.. THE BOARD: Boards are used for writing, drawing, sticking things on, projecting overhead transparencies, etc. (if they are white boards). The teacher uses the board to project some slides related to the topic. WALL CHARTS:. STICKY TAC: A sticky substance which is used for joining things together permanently, produced from animal bone and skins or by a chemical process. The teacher uses this substance to stick on a piece of paper the formal and informal expressions.. ROULETTE GAME: An aid helps the teacher to catch the students’ attention in an enjoyable way. The teacher uses the roulette to make the students participate in class. When the teacher a representative to spin the roulette to know the expressions they will VIII. choose EVALUATION use.. 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. THE FORMATIVE EVALUATION:. 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 gives productive suggestions on how to solve problems that may occur while they are working in class assignments. For example, with worksheet and activities.. 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. IX.. Biblioteca de Educación y Ciencias de la Comunicación – UNT. DISCUSSION. 1. The thematic aspect in this case the vocabulary given and the formal and informal expressions plays an important role because without it students cannot connect their ideas.. 2. The classroom’s environment should be as much as possible similar to a real-life situation so that students can feel motivated during the activities in the class time.. 3. One of the most important features of the Communicative Approach. is. to. allow. the. students. to. develop. their. communicative competence, giving less importance to their mistakes.. 4. The different techniques and teaching aids used by the teacher motivate students and allow them to communicate in the target language.. 5. The teacher intends to practice a formative evaluation during the whole class.. 6. Teacher must always bear in mind that their students have and individual world where they have their own ideas points of view and they need to express them; so they should socialize because is part to the process and they become more actives.. 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. X.. Biblioteca de Educación y Ciencias de la Comunicación – UNT. CONCLUSION. 1. Teachers must see students as a single person with their own characteristics but also not ignore that they have to be involve with their classmates.. 2. The motivation is a crucial factor in the class. During the whole class, students will be engaged with pictures, objects and activities that catch students’ attention.. 3. The Communicative approach makes possible a communicative competence among the students who work together, socialize and use the target language during the class to express their requests at the restaurant.. 4. The techniques and the teaching aids are really useful and motivating in maintaining the attention of students during the class and for making them to participate.. 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. XI.. Biblioteca de Educación y Ciencias de la Comunicación – UNT. BIBLIOGRAPHY.  DOUGLAS B, H. (2002). Teaching by Principles. An Interactive Approach to Language Pedagogy. Longman.  HARMER, J. (2007). "How to Teach English". Longman.  HARTLEY, James. Learning and Studying. London. 1998  RICHARD, J.. ROGERS, T. (2003). Approaches and Methods in. languages teaching. Cambridge University Press.  MURPHY, R. (2004). English Grammar in Use. Cambridge University Press  HARMER, J. (2005) How to teach English, Longman. England.  LARSEN- FREEMAN, D. (2002). “Techniques and Principles”. 2nd. Ed. Oxford University Press. New York.  HARTMANN R.R.K (1987). “Communicative Language Testing with special reference to English as a foreign language”. Volume 11. Published by University of Exeter, Great Britain.. WEBSITES:  McLeod,. S.. A.. (2008).. Bruner.. Retrieved. from. https://www.simplypsychology.org/bruner.html  http://languagelearningbase.com/93575/english-expressionsformal-informal-language-difference  https://www.slideshare.net/LeilinhaM/jeremyharmerthepracticeofenglishlanguageteaching  https://dictionary.cambridge.org/grammar/british-grammar/typesof-english-formal-informal-etc/formal-and-informal-language  https://www.englisch-hilfen.de/en/words/restaurant.htm  http://www.ealta.eu.org/documents/resources/Breakthrough%20spe cification.pdf. 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. 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. 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/.

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