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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 E.P DE EDUCACIÓN SECUNDARIA. TRABAJO DE SUFICIENCIA PROFESIONAL FACULTAD DE EDUCACION Y CIENCIAS DE LA COMUNICACIÓN ESCUELA DE EDUCACION SECUNDARIA. Para optar el Título de Licenciado en Educación Secundaria con mención en idiomas : Inglés - Alemán TEMA:. Physical Appearance. GRADUANDO Br:. Flores Aguirre Víctor Andrés. MIEMBROS DEL JURADO: Presidente:. Mg. Angulo Montoya, Eduardo Wilson. Secretario:. Dra. Miriam Soledad, Horna Luna Victoria. Vocal:. Mg. Marizela Tatiana, Calderón Rodríguez. 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 Dios, por brindarme sabiduría, paciencia y fuerza de voluntad a lo largo de toda la vida de estudiante, y así culminar con éxito mis estudios superiores.. A mis padres, quienes han sido el motivo de superación antes, durante y después de mi preparación, los cuales siempre me brindaron su apoyo moral y económico para poder culminar mis estudios superiores.. Victor Andrés Flores Aguirre. 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. PRESENTATION Language is our primary source of communication. It's the method through which we share our ideas and thoughts with others. Nowadays the use of English has become highly essential and popular. It is common to see many people learning English for specific purposes such as communication, business, politics, science, entertainment, internet and diplomacy. That is why the need for fluency in English language has increased. The following lesson plan ““Physical Appearance” has been written for first grade “students of “Antonio Torres Araujo”. This lesson plan aims to satisfy the need of young students of English, trying to offer an easy and interesting way of learning English and using it in their lives. In other words, the goal is to help students know how to describe to people using adjectives and the correct verb to be. In order to accomplish this, I have considered the use of Communicative Language Teaching Method, as an alternative to give the best atmosphere of teaching- learning for first-grade students. The techniques and the materials have been chosen, bearing in mind the method selected, and some factors, such as the classroom number of students, their age, previous knowledge, etc. in order to maximize their knowledge of English language.. Victor Andrés Flores Aguirre. 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 Dios, nuestro padre celestial, que es nuestra guía y luz en cada momento y paso que damos en la vida, quien nos permite superarnos día tras día. A la Institución Educativa “Antonio Torres Araujo”, por brindarme la oportunidad y todas las facilidades para llevar a cabo el presente Trabajo de Suficiencia Profesional. A los docentes miembros del jurado por su valiosa ayuda, aportes, consejos y tiempo en el desarrollo del presente trabajo, permitiéndome culminar con éxito. A la Universidad Nacional de Trujillo, a la Escuela de Educación y la carrera de Idiomas y Lingüística, así como también a los diferentes docentes que me brindaron sus conocimientos y su apoyo durante todo este tiempo. A todas estas personas, mi más sincero agradecimiento de todo corazón.. 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 Profesional titulado: Physical Appearance” se desarrolló el 04 de diciembre del año 2018, en la I.E. “Antonio Torres Araujo”, ubicado en la ciudad de Trujillo. Dicho trabajo fue diseñado para los estudiantes del primer año de educacion secundaria. Este trabajo tiene como objetivo lograr y desarrollar en los estudiantes las competencias linguísticas del idioma Inglés, las cuales son necesarias para que los estudiantes del colegio “Antonio Torres Araujo” del primer año de nivel secundario puedan reconocer el vocabulario que corresponde a adjetivos calificativos que se utilizan para describir el aspecto fisico de las personas, y del mismo modo conocer la estructura y el tiempo que usamos para crear las oraciones, y de esta manera ayudar a que los estudiantes puedan comunicarse expresando sus ideas y opiniones, mediante enunciados o frases haciendo uso adecuado del idioma.Inglés. Palabras claves: producción de textos, adjetivos calificativos, competencias linguísticas aspecto físico, ideas y opiniones.. 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 The present Work of Professional Sufficiency entitled: Physical Appearance "was developed on December 4th, 2018, in the I.E. "Antonio Torres Araujo", located in the city of Trujillo. This work was designed for the first year students of secondary education. The objective of this work is to achieve and develop in the students the linguistic competences of the English language, which are necessary to the students of the "Antonio Torres Araujo" school of the first year of secondary school can recognize the vocabulary that belongs to qualifying adjectives that are used to describe the physical aspect of the people, and in the same way to know the structure and the time we use to create sentences, and in this way help the students can communicate expressing their ideas and opinions, through statements or phrases, doing proper use of the English language. Keywords: production of texts, qualifying adjectives, linguistic competences, physical aspect, ideas and opinions.. 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 GENERAL CONTENIDO DEDICATORIA……...……………………………….. i. PRESENTACION……………………………………... ii. AGRADECIMIENTO…………………………………. iv. RESUMEN…………………………………………...... v. ABSTRACT………………………………………….... vi. LEARNING SESSION DESIGN I.. General information……………………………... 1. II.. Capacities………………………………………... 2. III.. Learning strategies………………………………. 3. IV.. Learning development ………………………….. 4. V.. Chart values …………………………………….. 6. VI.. Evaluation ………………………………………. 6. VII.. Observation guide ………………………………. 7. VIII.. Specific Bibliography……………………………. 8. IX.. Appendices Appendix 1…………………………………. 10. Appendix 2…………………………………. 11. Appendix 3…………………………………. 12. Appendix 4…………………………………. 13. Appendix 5…………………………………. 14. Appendix 6………………………………….. 15. THEORETICAL SUPPORT I. II.. INTRODUCTION …………………………… Discussion of contexts. 17. 2.1 Thematic aspects ……………………….. 18. 2.2 Psychological Support………………….. 20. 2.3 Pedagogical Support…………………….. 23. 2.4 Didactic Support……………………….... 24. 2.5 Techniques ………………………….…... 27. 2.6 Teaching Aids …………………………... 28. 2.7 Evaluation …………………………..…... 29. III. Conclusions……………………………….....……... 31. IV.Bibliography ……………………………………….. 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/.

(8) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. LEARNING SESSION DESIGN I.. GENERAL INFORMATION: 1.1. Educational Institution 1.1.1. School:. “Antonio Torres Araujo”. 1.1.2. Level:. High school. 1.1.3. Subject:. English. 1.1.4. Teacher:. Maria Esther. 1.2. Lesson Plan 1.2.1. Lesson topic:. Describing a famous person. 1.2.2. Tittle of the lesson:. Physical Appearance. 1.2.3. Date and Time:. Tuesday, December 04th, 2018. 1.2.4. Class duration:. 45 minutes.. 1.3. References 1.3.1. Bachelor:. Víctor Andrés Flores Aguirre. 1.3.2. Jury:  Mg. Angulo Montoya, Eduardo Wilson  Dr. Miriam Soledad, Horna Luna Victoria  Mg. Marizela Tatiana Calderón Rodríguez. 1 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. II. LEARNING ACHIEVEMENT: CAPACITIES. 2.1 Area Capacities. 2.2 Specific Capacities.  Ask and give Oral production. information about Physical Appearance. Text production.  Write sentences using “verb to be” and “adjectives”. 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/.

(10) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. III. LEARNING STRATEGIES. SPECIFIC CAPACITIES. Ask and give information about Physical Appearance. CONTENTS TECHNIQUES COMMUNICATIVE. LINGUISTIC. FUNCTION. GRAMMAR. Talking about Physical Appearance NOTION. Verb to be:  She is/isn’t…  He is/isn’t …. Write sentences using “ verb to be”. TOPIC. “Describing a famous person”.  Asking and answering questions. VOCABULARY. Adjectives related to Physical Appearance:. Physical Appearance.  Showing pictures.          . Tall Short Old Young Ugly Beautiful Thin Fat Athletic Bald.  Following instructions.  Individual work  Pairs group  Class participation. PRONUNCIATION. Tall [ tɔːl ] Young [ jʌŋ] Ugly [ ˈʌɡ.li] Beautiful [ˈbjuː·tɪ·fəl]. 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/.

(11) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. IV.. LEARNING DEVELOPMENT. MOMENTS. LEARNING ACTIVITIES FOR THE TEACHER. I N T R O D U C T I O N. 1. Greeting A. Greets the class.. Greet the teacher.. Introduces himself. Pay attention to the teacher Say the date and observe it on the board. Asks for the date and writes it on the board.. S S 2. Introducing the new knowledge. E S S. FOR THE STUDENT RESOURCES. Shows students a t-shirt of the Peruvian team. And ask them to guess for the character. Shows a big picture of Paolo Guerrero (Appendix Nº 1) Asks students some information about the Football player Tells students some examples. Look at the picture and identify it Pay attention to the teacher. Teacher's voice. Board Marker. TIME. 3’ M O. Teacher's voice Pictures.. T I. 5’. Participate with their ideas. V A T. M D E V E L. 3. Describing the knowledge. E N T. Presents pictures of some adjectives (Appendix Nº 2) Gives students a worksheet (Appendix Nº 3) Asks some students to match the pictures with the correct card on the board Explains with oral examples the use of “verb. Identify pictures Do the worksheet Match each picture with the correct card on the board Pay attention to the teacher. Board. Pictures. Sticky tac Teacher's voice Students’ voice.. I. 10’. O. N. to be and Adjectives” 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/.

(12) TSP UNITRU. O P M E N T. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 4. Control practice. 5. Classroom transfer. 6. Extension and consolidation. Gives students a worksheet (Appendix Nº 4) Gives students a worksheet (Appendix Nº 5) Asks students to make sentences using “verb to be” and “adjectives” Checks students’ participation Gives students a worksheet (Appendix Nº 6) Asks students to make a description of their parents in a paragraph using the correct verb to be and adjectives. Asks for volunteers Checks students’ participation. Do the worksheet. Teacher’s voice. Make sentences. Students’ voice. 12’. Share information. Answer the questions. Work in pairs Share information.. Teacher’s voice Students’ voice. 10’. Worksheet. Asks students if they have some doubts. Listen to the teacher.. Teacher’s voice. Thanks students for their attention and participation.. Ask the teacher about their doubts.. Students’ voice. Says Good Bye.. Says Good bye.. 5’. 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/.

(13) TSP UNITRU. V.. Biblioteca de Educación y Ciencias de la Comunicación – UNT. CHART OF VALUES: VALUES. ATTITUDES. Responsibility.  Show perseverance in their work.  Show interest about the topic during the whole class.. Cooperation. Respect. . Work with their partners.. . Show respect to their classmates' ideas or opinions. Respect the rules that the teacher gives. Show a positive attitude during the activities..  . VI. EVALUATION EXPECTED LEARNING. ACHIEVEMENT INDICATOR Say orally a short information about physical appearance. Ask and give information about physical description. Use :”verb to be” and “adjectives” properly. TOOLS. . Voice. . Board. . Pictures. . Worksheets. 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/.

(14) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. VII. OBSERVATION GUIDE: TOPIC: ---------------------------------. DATE: ------------------------------------. SCHOOL: -----------------------------------. GRADE:-----------------------------------. Indicators. Students. Ask and give information Write sentences using “verb to about physical descriptions be” YES. NO. YES. NO. 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/.

(15) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. DESCRIPTIVE SCALE: No mistakes. 18 – 20. A few mistakes. 15 – 17. Some mistakes. 11 – 14. A lot of mistakes. 05 - 10. VIII. SPECIFIC BIBLIOGRAPHY. FOR THE TEACHER Oxford Advanced Learner’s Dictionary. (2010).Oxford University Press HARMER, Jeremy. (2005).”How to teach English”. Longman Raymond Murphy.( 2004)”English Grammar In Use “ Cambridge University Press FOR THE SUTUDENT All the material will be provided by the teacher. 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/.

(16) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 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/.

(17) TSP UNITRU. Paolo Guerrero. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX N°1:. 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/.

(18) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX N°2: Flashcards. Adjectives to describe Physical Appearance. 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/.

(19) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX N°3 WORKSHEET: I. I.. Look at the pictures and match. young. Fat. beautiful. thin. short. tall. ugly. bald. athletic. old. 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/.

(20) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX N°4: WORKSHEET: II I.. Who is? Look at the pictures and match with the correct paragraph:. He is athletic. He isn’t bald. He is young.. He is tall and old. He isn’t athletic.. She is a beautiful woman, she isn’t fat. She is thin.. He isn’t thin. He is fat and short.. 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/.

(21) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX N°5: WORKSHEET: III Write sentences to describe the famous people.. This is “Choca” he is fat. He isn’t Athletic. He is young. 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/.

(22) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. APPENDIX N°6. WORKSHEET: IV. Describing my parents:. My mother is Victoria, she is ……...... …………………………………………. …………………………………………. My father is …………………………… …………………………………………. ………………………………………….. 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/.

(23) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. THEORETICAL SUPPORT. 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/.

(24) TSP UNITRU. 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 students' 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 this report, I am going to develop the theoretical support which is the basis of this work. This information has been carefully chosen according to the learning necessities of first grade students. First, the student is going to start with the thematic aspect that explains about the vocabulary, then the psychological support which is referred to the constructivist theory and cognitive theory and the pedagogical support which is based on the communicative approach, it is focused on communicative skills like listening and speaking. Also, I point out the techniques and teaching aids which are going to be used in the class. Finally, there will be discussion and some conclusions which are going to be deduced from the theoretical support.. 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/.

(25) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. I.DISCUSSION OF CONTENTS 1.1 THEMATIC ASPECT1 VOCABULARY Adjectives for Physical Appearance. fat. beautiful. bald. ugly. old thin. athletic tall. young 1. short. https://mydailyspanish.com/physical-appearance/. 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/.

(26) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. GRAMMAR 2 Verb to be: The “to be” is a verb used to describe something or someone. In English, it can be used to say different things according to the context.. Affirmative sentences: I am - I’m you are - you’re he/she/it is - he’s/she’s/it’s we/they/you are - we’re/they’re/you’re. Negative sentences: I am not - I’m not you are not - You aren’t he/she/it isn’t we/they/you aren’t. Questions sentences: Am I? Are you? Is he/she/it? Are we/they/you?. 2. https://www.lingokids.com/english-for-kids/verb-to-be. 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/.

(27) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 1.2 PSYCHOLOGICAL SUPPORT 1.2.1 CONSTRUCTIVIST THEORY (J. Bruner) 3 Jerome Bruner was one of the founding fathers of constructivist theory. Bruner's theoretical framework is based on the theme that learners construct new ideas or concepts based upon existing knowledge. He was influenced by Piaget’s ideas about cognitive development in children. His ideas have been widely discussed among educators and teachers. Some of Bruner's theoretical principles focus on these ideas - Nature of Learning and learning process. - Instructional scaffolding - The intellectual development of the learner • Learning Learning for Bruner is an active process. The learning process includes: ✓ Selection and transformation of information. ✓ Decision-making. ✓ Generating hypotheses.  Making meaning from information and experiences. Learners are able to construct new knowledge based on their current or past knowledge. Bruner focuses on the importance of categorization in every aspect of learning. This is done through the interpretation of information and experiences by similarities and differences. Focus is on the significance of categorization in learning. "To perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize." Interpreting information and experiences by similarities and differences is a key concept. “This theory is very important because it explains how students might acquire knowledge and learn “. 3. http://www.lifecircles-inc.com/Learningtheories/constructivism/bruner.html. 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/.

(28) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Effective instruction Bruner emphasized four characteristics of effective instruction which emerged from his theoretical constructs. 1. Personalized: instruction should relate to learners' predisposition, facilitate interest toward learning. 2. . Content Structure: content should be structured so it can be most easily grasped by the learner. 3. Sequencing: sequencing is an important aspect for presentation of material 4. Reinforcement: rewards and punishment should be selected and paced appropriately. Bruner also contends that any child can be instructed any subject in some intellectually honest form any stage of development. This notion led Bruner to present his concept of the spiral curriculum which states that a curriculum should revisit basic ideas, building on them until the student had grasped the full formal concept. • Instructional scaffolding Based on Vygotsky's ideas about the Zone of Proximal Development, Jerome Bruner and other educational psychologists developed the important concept of instructional scaffolding. This refers to the process through which able peers or adults offer supports for learning. This assistance becomes gradually less frequent as it becomes unnecessary, as when constructing a building a scaffold is removed. • Intellectual development Bruner postulated three stages of intellectual development. 1. Enactive: A person learns about the world through actions on physical objects and the outcomes of these actions. 2. Iconic: Using models and pictures to obtain learning. 3. Symbolic: Developing the ability to think in abstract terms. According to Bruner,. when the learner is faced with new knowledge, a combination of concrete, pictorial and symbolic activities will lead to more effective learning. This holds true even for adult learners. These stages are not necessarily neatly delineated They are, however, modes of representation that are integrated and only loosely sequential as they "translate" into each other 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/.

(29) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 1.2.2 THE COGNITIVE THEORY 4 Cognitive revolves around the notion that if we want to know what makes people tick then we need to understand the internal processes of their mind. Cognition literally means “knowing”. In other words, cognitive psychology refers to the study of human mental processes and their role in thinking, feeling, and behaving. 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. “The students can acquire new behaviors and knowledge by simply observing a model.” 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: Things must fit with what is already known if it is to be learnt.. . Differences between individuals are important as they will affect learning: Differences in 'cognitive style' or methods of approach influence learning.. 4. http://www.simplypsychology.org/cognitive.html. 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/.

(30) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. National University Of Trujillo 1.2.3 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. 1.3 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. The teacher asks students to work in pairs to ask and answer the questions (appendix I) here they have the opportunity to share the knowledge about the topic “Physical Appearance”. 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/.

(31) 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 learning. The teacher will provide to the students activities relate to their personal activities. The learning environment should also be designed to support and motivate the learner's thinking. THE MOTIVATION Motivation is likely to be dependent on the personality of the teacher and his or her ability to develop a good relationship with the student. 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. 1.4 DIDACTIC SUPPORT Richard & Rodgers (CLT Communicative Language Teaching) 1.4.1 COMMUNICATIVE APPROACH 5 The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning. When learners are involved in real communication, their natural strategies for language acquisition will be used, and this will allow them to learn to use the language. The communicative approach can leave students. in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. Classroom activities maximize opportunities for learners to use target language in a communicative way for meaningful activities. Emphasis on meaning. 5. http://www.teachingenglish.org.uk/article/communicative-approach. 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/.

(32) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. (messages they are creating or tasks they are completing) rather that form (correctness of language and language structure) as in first language acquisition. “In this approach, students are given tasks to accomplish using language,. instead of studying the language.” 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. 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. 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/.

(33) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. - 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. 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), 'theme-based' 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. 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/.

(34) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 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 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. 1.5 TECHNIQUES6  Showing pictures Pictures are the most useful visual aids available to the teacher. They can be a good way to engage learners to practice many aspects of the language.  Authentic material To overcome the typical problem that students can't transfer what they learn in the classroom to the outside world and to expose students to natural language in a variety of situations, adherents of the Communicative Approach advocate the use of authentic language materials.  Asking questions It helps the teacher control the class and makes students pay attention to the whole lesson. It is also a way to give the learners a chance to show their knowledge.  Giving and following instructions This simple but valuable communicative activity is used at the moment of working with the language.  Classroom organization  Whole class: there are many occasions when the best type of classroom organization is a teacher working with the class as a whole group.  Pair work: when the students work in pairs, they tend to participate more actively, and they also more chance to experiment with the language than is possible in a whole class arrangement.. 6. http://oupeltglobalblog.com/tag/techniques-and-principles-in-language-teaching/. 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/.

(35) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 1.6 TEACHING AIDS Teaching aids are helpful tools for teaching in a classroom or with individual learners so they can be used to helps students to improve their skills. illustrate facts or ideas and relieve anxiety or fears, since many teaching aids are like games.  Board: For most teachers the most visual aid is the board. Whenever possible work on the board should encourage students to think and take actions rather than just to remind them of what they have learned.  The teacher uses the board to stick all the wall charts used during the whole class. The teacher uses Also, the board to itstick all the wall charts used she uses to explain grammar, the date. etc during the whole class.Also, she uses it to explain grammar, the date. etc.  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, During the whole class the teacher uses her voice to give instructions, asks helps the students, etc. questions, helps the students, etc.  Pictures: Many people who use pictures make difficult things easier to understand. Pictures can also be used as a way of engaging students on reading. Teacher can take advantage theyare arethe themost mostuseful useful visual aids Teacher can take advantageofofpictures pictures because because they visual aids available. available.  Worksheet: Worksheets allow teachers to measure the students' learning. A worksheet teacher can contain different kind of exercises according to the content of the lesson. TheThe teacher presents worksheets the topic topicthat thatallows allows students teacher presents worksheetsaccording according to to the thethe students to to develop their skills. develop their skills.  Class Participation: It is used to motivate the students to participate in class  Sticky tac: A sticky substance which is used for joining things together permanently.  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.. 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/.

(36) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 1.7. EVALUATION The Formative Evaluation: is a method of judging the work of students while they are doing different activities. Formative evaluation focuses on the process, the teachers evaluate during the whole class, observing who participates, reproduces their learning by doing the task. The purpose of formative evaluation is to validate or ensure that the goals are being achieved and to identify the difficulties of the learning. Formative evaluation focuses on the process. "Formative evaluation helps to mobilize and differentiate the resources needed to help each student progress towards the achievement of learning objectives. The formative evaluation is used to situate the progress of the student in relation to the given objective, in other words, it is a gradual evaluation. The purpose of formative evaluation is to validate or ensure that the goals are being achieved and to identify the difficulties of the learning. If there are any difficulties or problems during the lesson, the teacher tries to guides the students. The teacher evaluates the process of learning using different techniques and activities.. DISCUSSION. 1. The thematic aspect, in this case the vocabulary given plays an important role because without it students cannot understand others or express their own ideas.  It's important to give students vocabulary to they can understand to they can be able to express a description in oral and written form. 2. The learning process should be intentional, that is, students must construct meaning from information, experience and their own thoughts and beliefs.  It’s important to make students use their senses to listen, speak, watch or experience during the class, so they can process and remember better the topic.. 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/.

(37) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 3. The classroom environment should be safe so that students can feel confidence and motivated during the activities and the class time.  The teacher is a good guide, she presents different activities in a way that students can feel interested and the class can be non-threatening so students can feel they can do the tasks no matter if they make mistakes. 4. One of the most important features of the Communicative Approach is to allow the students to develop their communicative competence.  When the teacher lets students think and talk about pictures that teacher show in class or discus in class about a possible real situation or real characters, they can socialize but also develop a good communication by using the language. 5. The different techniques and teaching aids used by the teacher motivate 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. In this case, I have chosen the different techniques of Communicative Approach because the learning achievement of my class is that students are be able to ask and give information about physical appearance. 6. The teacher intends to practice a formative evaluation during the whole class  The teacher uses this tool to observe participation and to identify if the students are accomplishing the goals.. 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/.

(38) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. CONCLUSIONS  The thematic is really important because it helps students to know how to make a description according to the appearance.  From the constructivist theory and the cognitive learning view, learning is better when the teachers let students to be active rather than passive.  The Communicative Approach makes possible a communicative competence among the students who work together; socialize and use the target language during the class to communicate their ideas, opinions and emotions.  The techniques and teaching aids have been designed the attention of students during the class and for making them to participate.  The formative evaluation will allow students and the teacher to be conscious of the weaknesses and strengthens.  Teachers must see as a single person with his own characteristics, but also not ignore that they have to get involve with their classmates. Also the motivation is a crucial factor in the class because it permits an immediate change in the behaviors and a positive attitude during this learning session making a creative, communicative and enjoyable experience. During the whole class students will be engaged with pictures and activities. The teacher will catch student’s motivation and attention.. 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/.

(39) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. BIBLIOGRAPHY 4.1 Books •. Douglas B, (2002). Teaching by Principles. An Interactive Approach to Language Pedagogy. Longman.. •. Harmer, J. (2007). "How to Teach English". Longman.. •. Hartley, J. (1998) Learning and Studying. London.. •. Larsen, F. (2000). "Techniques and Principles in Language Teaching". Oxford University Press. USA.. •. Richard, J. (2003). Approaches and Methods in languages teaching. Cambridge University Press.. •. Wright, A. (1996). Pictures for Language Learning. Cambridge University Press.. 4.2 Websites •. https://let590.files.wordpress.com/2013/01/larsen-freeman-techniques-and-principles-inlanguage-teaching.pdf. •. http://www.teachingenglish.org.uk/article/communicative-approach. •. http://oupeltglobalblog.com/tag/techniques-and-principles-in-language-teaching/. •. http://www.simplypsychology.org/cognitive.html. 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/.

(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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