Describe people, objects and places

Texto completo

(1)TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. UNIVERSIDAD NACIONAL DE TRUJILLO. Trabajo de Suficiencia Profesional para optar el Título Profesional de Licenciada en Educación Secundaria con mención en idiomas: Inglés Francés. Tema:. Describe people, objects and places. Graduada: Bach: Chávez Cabrejos Valeria Esthefania. Miembros del jurado: Presidente:Prof. Rosa Anticona Sandoval Secretaria: Prof. Maria Elena Castro Alavedra Vocal. :Prof. Zonia Reyes Flores 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. Dedication. I dedicate this work to my mother, the reason of my life.. 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. SEÑORES MIEMBROS DEL JURADO: De conformidad con las disposiciones establecidas en el Reglamento de Grados y Títulos de la Facultad de Educación y Ciencias de la Comunicación, Escuela Académico Profesional de Educación Secundaria de la Universidad Nacional de Trujillo, someto a vuestra consideración el Trabajo de Suficiencia Profesional: DESCRIBE PEOPLE, OBJECTS AND PLACES, cuyo contenido constituye el informe de trabajo realizado, con la finalidad de optar el Título de Licenciado en Educación Secundaria. El desarrollo del presente trabajo ha sido elaborado poniendo en práctica los conocimientos adquiridos durante mi formación académica y sobre la base de los lineamientos dispuestos en el reglamento para el informe de Trabajo de Suficiencia Profesional, haciendo uso de fuentes bibliográficas. Es propicia la oportunidad para reiterar mi profundo agradecimiento a los profesores de la Escuela Profesional de Educación Secundaria, en especial a los docentes de la especialidad de Idiomas, quienes contribuyeron con sus conocimientos, consejos y orientaciones a encaminar mi formación profesional y así contribuir con el desarrollo de mi país ayudando a formar a más niños para una sociedad globalizada.. Valeria Esthefania Chávez Cabrejos Bachiller en Educación. -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. Acknowledgements. I thank God for always being there to me, And my mother for being my support.. -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 presente trabajo de suficiencia titulado “Look around you” tuvo como objetivo general que los estudiantes de 2do “A” de secundaria de la I.E Rafael Narváez Cadenillas aprendan como describir personas, cosas y lugares. Al inicio de la sesión, se usaron imágenes acompañadas de preguntas para activar los saberes previos de los estudiantes y así ellos deduzcan el tema de la clase. Durante la sesión, el objetivo principal fue que los estudiantes sean partes del proceso de aprendizaje, haciendo que participen activamente, respondiendo preguntas, describiendo personas, cosas y lugares y compartiendo sus conocimientos con sus compañeros. La sesión fue basada en el Método Comunicativo porque con él se podían cumplir los objetivos de la sesión. Además, la motivación y la evaluación estuvieron presentes durante toda la clase para tener una visión completa del proceso de aprendizaje de los estudiantes. En conclusión, el método comunicativo ayudó durante toda la sesión a poner énfasis en desarrollar las habilidades comunicativas de los estudiantes ya que ellos usaron el nuevo vocabulario para describir personas, cosas y lugares. La sesión de aprendizaje ayudó a los estudiantes a expresarse en el idioma inglés.. Palabras Claves: método comunicativo, habilidades comunicativas, procesos de aprendizaje.. -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 This present sufficiency work entitled “Look around you!” has as a principal objective that the 2nd grade “A” students from “Rafael Narvaez Cadenillas” School learn how to describe people, things and places.. At the beginning of the lesson, it will be started activating some previous knowledge with brainstorming direct question and then looking at some pictures to get the topic.. During the lesson, the main goal is to make students be part of the class and their learning process, making them to actively participate, answering questions, describing people, things and places and sharing their knowledge with their classmates.. The lesson was based on the Communicative Language Teaching because it fits better to fulfill the goal of the lesson.. Moreover, motivation and evaluation go throughout the whole class to have a completed view of the students´ learning process.. In conclusion, the Communicative approach helped during the whole session to put emphasis on developing students’ communicative skills because the students used the new vocabulary to describe people, things and places. The learning session helped students to express themselves in English.. Key words: communicative method, communication skills, learning processes.. 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. INDEX Dedication………………………………………………………………... 2. Presentation……………………………………………………………….. 3 Acknoledgements.....…………………………………………………….. 4 Resumen..............................................................................................5 Abstract................................................................................................6 LESSON PLAN I. General information…………………………………………………9 II. Capacities……………………………………………………....…...10 III. Learning strategies…………………………………………...….....10 IV.Learning development………………………………………….......12 V. Values chart……………………………………………………........16 VI.Evaluation……………………………………………………...….…16 VII. Observation guide………………………………………..……......17 VIII. Specific bibliography…………………………………….....….....18 APPENDIXES I. Appendix 1………………………………………………….......…...20 II. Appendix 2…………………………………………………….........21 III. Appendix 3……………………………………………………........22 IV. Appendix 4……………………………………………………........23 V. Appendix 5…………………………………………………….........24 VI. Appendix 6 ...............................................................................25 THEORICAL SUPPORT I. Introduction…….............………………………………………….…28 II. Discussion of content.………………………………………...........29 III. Discussion…………………………………………...…..............…36. -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. IV. Conclusions……………………...............…………………….......37 V. Bibliography……………………………………………………........38 VI. Linkography…………………………………………………….......39. -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. I. LEARNING SESSION DESIGN: 1. General information: 1.1.. School. : Rafael Narváez Cadenillas. 1.2.. Level. : Secondary. 1.3.. Component. : Written communication. 1.4.. Unit. : My Country. 1.5.. Topic. : Describe people, objects and places. 1.6.. Time. : 45 minutes. 1.7.. Date. : November 23rd , 2018. 2. Lesson plan. 3.. 2.1. Lesson topic. : My City. 2.2. Lesson title. : “Look around you!”. 2.3. Didactic Support. : Written Communicative. 2.4. Date and time. : November 23rd ,2018 - 5:50pm. 2.5. Class duration. : 45 minutes. References 3.1. Jurors. :Rosa Anticona Sandoval Maria Elena Castro Alavedra Zonia Reyes Flores. 3.2. Bachelor. : Valeria Esthefania Chávez Cabrejos. -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. II. LEARNING ACHIEVEMENT: 1. Capacities 1.1 Area Capacities. 1.2 Specific Capacities. Written production.  Use adjectives to describe people, objects and places in different contexts.. Oral Comprehension and expression.  Identify and express different adjectives to describe people, objects and places in different contexts.. III. LEARNING STRATEGIES:. SPECIFIC CAPACITIES. Use. CONTENTS. TECHNIQUES. COMMUNICATIVE. LINGUISTIC. FUNCTION. GRAMMAR. Showing pictures. adjectives. describe To describe people, Use of the Verb “to be” objects and places. people, objects to. and places in different contexts.. NOTION. VOCABULARY -Tall. Describing people, - Short objects and places. - Thin. Individual work. - Big - Small - red. - Fat. - blue. - clean. - messy. -dark. -beautiful. 10. Writing sentences. Class participation. Esta obra ha sido publicada bajo la licencia Creative Commons1010 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. TOPIC. Describe people, objects and places.. PRONUNTIATION /ˈtɔːl/. /ˈbɪg/. /ˈʃɔːrt/. /ˈsmɔːl/. /ˈθɪn/. /rɛd/. /ˈfæt/. //bluː/. /ˈkliːn/ /ˈmɛsi/ /ˈdɑːrk/ /ˈbjuːtɪfʊl/. - 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. IV. LEARNING DEVELOPMENT LEARNING ACTIVITIES MOMENTS. RESOURCES The teacher. TIME. The students. INTRODUCTION  Says “good afternoon” to the M. to the teacher.. students.. O T.  Say “good afternoon”. Greetings. I.  Introduces. herself. to. the.  Pay attention to the teacher.. students.  Shows students a calendar,. V. and asks for the date and. A. circle it..  Teacher’s voice  A calendar. 3’.  Student’s voice.  Say what day it is..  A marker. T IO.  Presents the students some. N. pictures on the board and Introduction.  Look at the flashcards on. asks them what they can see. the. guess. to guess the topic.. topic.. board. and. say. and the.  Flashcards  Teacher’s voice  Student’s voice. (Appendix 1). - 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/. 8’. A S S E S S M E N T.

(13) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT.  Elicits. previous. knowledge  Tell the teacher about. from students of the topic.. adjectives people,. related objects. to and. places..  Word cards.  Gives word cards to some  Put the word card in the correct place. students and they will classify them on the board. (Appendix 2)  Checks the pronunciation of  Participate saying pronunciation of the word cards with the words on the board. students.. the the.  Shows the students three  Unscramble the  Teacher’s voice sentences in disorder and ask sentences on the board. them to unscramble them.  Students’ voice (Appendix 3) Introducing the new knowledge.  Gives the students a marker to  Participate writing the  Pictures write the sentences correctly sentences on the board.  Sentences on the board. cards.  Asks the students to match  Match the sentences to the correct picture.  A marker the sentences with the correct picture.(Appendix 4). - 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/. word. 12’.

(14) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. DEVELOPMENT  Explains the use of the adjectives..  Pay. attention. to. the  Student’s voice. teacher.. Describing the.  Board. new knowledge  Asks students to answer the questions..  Participate as volunteers.. 8’  Teacher’s voice. PRACTICE. Controlled practice.  Gives. the. students. the  Pay. instructions of how they will. attention. to. the  Teacher’s voice. explanation.. do the worksheet..  Gives. the. students. 8´  A worksheet. the  Complete the worksheet.. worksheet where they have to describe some pictures using some adjectives and the verb to be.(Appendix 5). - 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. 5’ Classroom transfer. Extension and Consolidation.  Asks students to report their  Participate as volunteers  Student’s voice answers.. to say the answers..  Asks for some volunteers to  Participate as volunteers..  Poster  Teacher’s voice. do a group work..  Asks students to write their  Write their examples in  Student’s voice own. examples. using. the. vocabulary learnt and sticking. groups and show them to the rest of the class.. some pictures. (Appendix 5).  Says “Thank you for your Farewell. participation.. You.  Say “Thank you” to the teacher.  Teacher´s voice have  Student´s voice. done a great job”  Says: “Good bye!”.  Say “Good bye”. - 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/. 1’.

(16) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. V. CHART VALUE VALUES. ATTITUDES. Responsibility. Students do their work the best as they can.. Cooperation. Students cooperate with their classmates during the group work. Students respect their classmates opinions and. Respect. participation.. VI. EVALUATION EXPECTED LEARNING  Students recognize. ACHIEVEMENT. SIGNS OF. INDICATOR. PERFORMANCE. TOOLS. will  Students people,. recognize people,. objects and places..  Voice.  Describe objects. and places.  Students will describe  Students. people, objects. and. places. giving. their. people, objects and. describe people,. places using the verb. objects. and. to be.. places. using.  Board  Flashcards. own  Worksheets. examples.. adjectives.  Students. will. sentences adjectives verb to be.. write  Students using. and. the. their. write own. sentences. using. adjectives. and. the verb to be.. -. Esta obra ha sido publicada bajo la licencia Creative Commons1616 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. 4. OBSERVATION GUIDE SCHOOL. : Rafael Narváez Cadenillas. GRADE : 2º. SECTION : « A ». CAPACITY : Written Communicative TOPIC. : Describe people, objects and places.. Indicators. Students. recognize Students. describe Students write their own. people, objects and people, objects and sentences places. places.. using. using adjectives and the verb to. adjectives.. be... Students Yes. No. Yes. No. Yes. No. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13....... -. Esta obra ha sido publicada bajo la licencia Creative Commons1717 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. Descriptive Scale:. YES. Students can achieve the goals for this session.. NO. Students cannot achieve the goals for this session.. VII. SPECIFIC BIBLIOGRAPHY: 5.1. FOR THE TEACHER  CAMBRIDGE ADVANCED LEARNERS DICTIONARY, (2013). 4th . Ed. Cambridge University Press. NEW YORK.  LARSEN- FREEMAN, D. (2011). “Techniques and Principles”. 3rd . Ed. Oxford University Press. NEW YORK.. 5.2. FOR THE STUDENT:  All the material will be provided by the teacher.. - 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. Appendices. - 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°01. - 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. APPENDIX N°02. TALL. FAT. SHORT. THIN. BIG. SMALL. RED. BLUE. CLEAN. MESSY. DARK. BEAUTIFUL. -. Esta obra ha sido publicada bajo la licencia Creative Commons 2121 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. PEOPLE OBJECTS PLACES. -. Esta obra ha sido publicada bajo la licencia Creative Commons 2222 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. APPENDIX N°03. GIRL. IS. THE. SHORT. BLUE. THE. IS. PEN. THE. IS. BEAUTIFUL LANDSCAPE. - 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. APPENDIX N°04. - 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. APPENDIX N°05. Let’s practice! I. Look at the pictures and write sentences using adjectives and the verb “to be”:. 1. 3. 2. 1. Example:. The boy is tall.. Example:. 2. 3 4. 5. 6 4 5 - 25 -. 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/.

(26) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX N°06. It’s your turn! I. Stick 1 person, 1 object and 1 place:. A. C. B. II. Write one sentence for each picture using the verb to be and an adjective:. A. B. C. -. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 2626 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. Theoretical support. -. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 2727 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. I. INTRODUCTION. In order to fulfill the objectives and functions of the present lesson plan whose main function is to give students the correct use of the verb to be using adjectives to describe people, objects and places with 2nd Grade students from “Rafael Narvaez Cadenillas” school, with the topic “Look around You!”, it is vital to have a strong and meaningful basis as a standpoint. That is, 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 use their previous knowledge to interact with the new knowledge and through this way a student can assimilate the new knowledge easily. Besides, this theory sees students as active learners instead of passive ones so they will be able to structure new schemas due to the change on the developing learning.. Furthermore, this work is based on the didactic support which considers some language practice items to improve the students’ language learning. So since language communication is a necessity, it becomes a need to. emphasis on. developing students’ communicative skills. Moreover, it has also been applied several educational principles, different 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. are. going. to. be. -. deduced. from. the. discussion.. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 2828 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. II. DISCUSSION OF CONTENT 2.1. THEMATIC ASPECT Use of the Verb to be in sentences using adjectives. Describing people, objects and places with verb to be.  The pen is blue.  She is tall.  The landscape is beautiful. Form1 Pronoun + Verb to be (am, are, is) + adjective Examples:. 1. Long forms. Contracted forms. The pen is blue.. The pen’s blue.. She is tall.. She’s tall.. The landscape is beautiful.. The landscape’s beautiful.. The use of the verb to be: https://www.theverbtobe.com/pin/50806302021506464/?lp=true. -. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 2929 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. 2.2. PSYCHOLOGICAL SUPPORT :2  THE COGNITIVIST THEORY The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things. When we say the word “learning”, we usually mean “to think using the brain”. This basic concept of learning is the main viewpoint in the Cognitive Learning Theory (CLT). The theory has been used to explain mental processes as they are influenced by both intrinsic and extrinsic factors, which eventually bring about learning in an individual. However, to get to the learning it is very important to use a variety of activities in new situations because those activities will allow assimilation of what has already been learnt or partly learnt. It will also create further situations for which existing language resources are inadequate and must accordingly be modified or extended "accommodation" but what are assimilation and accommodation? In order to make those ideas clearer we will cite Piaget. Whose Key Ideas are?  Assimilation: The process by which a person takes material into their mind from the environment, which may mean changing the evidence of their senses to make it fit.  The teacher shows the wordcards with the new vocabulary. (Appendix N° 1). . Accommodation: The difference made to one's mind or concepts by the process of assimilation.  After the students have practiced with their worksheets about adjectives and the verb to be, they are ready and able to express the new vocabulary. ( Appendix N° 4). 2 ATHERTON, J S. (2013). “Learning and Teaching”. Piaget's developmental theory,Cambridge University Press,. LONDON - Pág. 53.. -. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 3030 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. In order to make our ideas clearer we have some more Piaget's ideas about human learning which will help to understand the students’ learning process; these ideas are as they follow: -. People are active processors of information. Instead of being passive respondents to environmental conditions, human beings are actively involved and interpreting and learning from the events around them.. -. Knowledge can be described in terms of structures that change with development. Piaget proposed the concept of schema. As children develop, new schemes emerge, and are sometimes integrated with each other into cognitive structures.  The students develop new schemes in their brains with new vocabulary they can see on the board about some adjectives .(Appendix N° 2). 2.3. PEDAGOGICAL SUPPORT  THE MOTIVATION PRINCIPLE “This aspect is crucial because nobody learns if any reason moves him/her. 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”3  The teacher shows a positive attitude being proactive and smiling. The students feel comfortable to participate constantly during the whole class..  THE ACTIVITY PRINCIPLE “Learning by doing”, students will improve their knowledge of the language, if they use the target language regularly. It means in the educational process, the student must be agent and the actor of his own learning. The teacher will provide the students activities related to their personal activities. The learner should get 3. BROWN, 2007 “Teaching by Principles, an interactive Approach to Language Pedagogy”. 3rd Ed. Pearson Education. Iowa, USA. Pág. 74. -. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 3131 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. to his own understanding of the content facilitated by the teacher into an active process where learners should learn to discover principles, concepts and facts for themselves. The learning environment should also be designed to support and motivate the learner's thinking by clear guidelines and creates the environment for the learner to obtain his own conclusions.” It refers when the students participate in an active way performing an activity, improving their knowledge by regularly repeating the same type of action.  The teacher tells students to complete an activity in groups where they have to write their own sentences using the pictures of the vocabulary. (Appendix N° 6). 2.4. DIDACTIC SUPPORT4. 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.  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.  The teacher gives the students the instructions for each activity and explains the uses of the adjectives and the verb to be in the target language.. . 4 RICHARDS, J. 2003 “Approaches and Methods in Language Teaching”, Cambridge University Press, NEW. YORK. Pág. 123. -. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 3232 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. “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” . Language is a system for the expression of meaning.. . The primary function of language is for interaction and communication.. . The structure of language reflects its functional and communicative uses..  The primary units of language are not merely its grammatical and structural features, but categories of functional and communicative meaning as exemplified in discourse. 2.5. TECHNIQUES:5  Showing pictures: “Pictures are the most useful visual aids available to the teacher. They can result a good way to engage to the learners with new situations or vocabulary and practice many aspects of the language”.  The teacher shows different pictures on the board to teach students vocabulary related to people, objects and places.( Appendix N° 1 and 2).  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.  The teacher asks the students what pictures they can see on the board and later she asks them if they know about the new vocabulary. ( Appendix N° 1 and 3).  Giving and following instructions: This is a simple but valuable communicative activity. This is the use of the language at work.  The teacher gives the instructions of how students will complete the worksheet, and they follow tthe instructions to do it.  5 LARSEN- FREEMAN, D. 2011. “Techniques and Principles”. 3rd . Ed. Oxford University Press. NEW YORK. Pág.. -. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 3333 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. 2.6. TEACHING AIDS:6 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.. . Relieve anxiety, fears or boredom, since many teaching aids are 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..  When the teacher uses her voice to explain the new adjectives to describe people, objects and places and the use of the verb to be. (Appendix N° 3 and 4).  Body Language: The use of hands, arms, face and any part of the body can effectively in several ways to help the student’s communicative..  The teacher doesn´t use her mother tongue to develop the class. If students don’t understand something, the teacher uses her body language to help them for a better comprehension.. 6. HARMER,J. 2005 “How to teach English”, Longman. ENGLAND.Pág. 59. -. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 3434 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.  Pictures: Many people who use pictures make difficult things easier to understand.  The teacher uses different pictures to teach and help students understand the different adjectives to describe people, objects and places. (Appendix N° 1,2 and 3)..  Worksheets: Worksheets allow teachers to measure the students’ learning. A worksheet can contain different kind of exercises according to the content of the lesson.  The teacher gives students a worksheet to complete some exercises to reinforce the new vocabulary about adjectives to describe people, objects and places. (AppendixN°. 4. and. -. 5). Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 3535 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. III. DISCUSSION  According to Piaget and his cognitivist theory, students understand the topic in class linking new knowledge with things that are around them. For example, when we describe the things that are in their classroom it is better showing pictures instead of just giving vocabulary to the students. Clearly, here we can see the process of assimilation and accommodation..  Students are comfortable using the principles of the communicative approach such as interaction and communication. During the class, they hear about adjectives (tall, short, big, small,etc),. and later they will use. them for communicate their own information..  Showing pictures as a technique is a good way to teach students new vocabulary instead of showing them just words, that’s why the teacher shows those pictures to the students for a better understanding.  A good teaching aid in class is body language. It really helps students focus and discover the new topic and later, the students have the chance to use it when they don´t know how to say some words.  Finally, evaluation is an important part in this lesson, students have to evaluate themselves, they are assessing about the use of the verb to be and. adjectives.. -. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 3636 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. IV. CONCLUSIONS  The students learned all new vocabulary about some adjectives to describe people, objects and places that the teacher gave to them because according to Piaget, using the real things that were in the classroom helped a lot to achieve the objectives during the lesson.  The communicative approach helped to put emphasis on developing students’ communicative skills because the students used the new adjtectives and the verb to be( “The pen is blue” ; “The landscape is beautiful” ; etc. ) and it helped them to express and practice the target language.  The students looked at the pictures which are new vocabulary about some adjectives (tall, short, big, small, etc.) on the board and they had a successful understanding of the topic using that.  The students looked at the teacher how she used her body language when they didn´t understand some words about the topic and students used it too, for a better communication.  The formative evaluation allowed the teacher to assess if the students had a successful learning about the use of adjectives to describe people, objects and places. Also, students began to recognize their strengths and weaknesses. along. the. -. class.. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 3737 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. V. BIBLIOGRAPHY  ATHERTON, J S. (2013). “Learning and Teaching” Piaget's developmental theory,Cambridge University Press, LONDON  BAXTER, A.(1997)“Evaluating your students”. Richmond Publishing, LONDON.  BROWN, D.(2000). “Teaching by Principles, an interactive Approach to Language Pedagogy”. 2nd Ed. Pearson Education. Iowa, USA.  CAMBRIDGE ADVANCED LEARNERS DICTIONARY, (2013).. 4th . Ed.. Cambridge University Press. NEW YORK.  HARMER, J. (2005) “How to teach English”, Longman. ENGLAND.  LARSEN- FREEMAN, D. (2011). “Techniques and Principles”. 3rd . Ed. Oxford University Press. NEW YORK.  RICHARDS, J. (2003). “Approaches and Methods in Language Teaching”, Cambridge University Press, NEW YORK.. -. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 3838 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. VI. LINKOGRAPHY. LARSEN- FREEMAN, D. (2011). “Techniques and Principles”. https://octovany.files.wordpress.com/2013/12/ok-teaching-by-principles-h-douglasbrown.pdf HARMER, J. (2005) “How to teach English”, http://www.academia.edu/34720971/How_to_Teach_English_2nd_Edition_Jeremy_H armer.PDF. THE USE OF THE VERB TO BE https://www.theverbtobe.com/pin/50806302021506464/?lp=true. ADJECTIVES’ PICTURES https://www.google.com.pe/search?q=ADJECTIVES+PICTURES&source=lnms&tbm =isch&sa=X&ved=0ahUKEwiZ0sHlvc_eAhWizVkKHaYYCh8Q_AUIDigB&biw=1280& bih=619#imgrc=2mrZxfp05qkecM:. -. Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma 3939 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/.

(42)