A non common daily routine

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(1)TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. UNIVERSIDAD NACIONAL DE TRUJILLO FACULTAD DE EDUCACIÓN Y CIENCIAS DE LA COMUNICACIÓN ESCUELA PROFESIONAL DE EDUCACIÓN SECUNDARIA. A non common daily routine. Trabajo de Suficiencia Profesional para optar el Título de Licenciada en Educación Secundaria Mención Idiomas Inglés-Francés. Autora: Bach.Ramírez Carrión, Gabriela. Trujillo – Perú 2019 Esta obra ha sido publicada bajo la licencia Creative Commons Reconocimiento-No Comercial-Compartir bajo la misma licencia 2.5 Perú. Para ver una copia de dicha licencia, visite http://creativecommons.org/licenses/by-nc-sa/2.5/pe/.

(2) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Dedicatoria. A Dios, por su infinito amor, el ser que guía mi camino y que me ha dado la fortaleza y sabiduría necesaria para llegar a culminar este trabajo. A mis padres, Raúl y María, por su guía y apoyo incondicional. A mi hermana Marleny por su apoyo y cariño; quienes han sido mi motivación y mi fuerza a lo largo de este tiempo. Les dedico este trabajo con todo mi amor.. Ramírez Carrión Gabriela. 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/. ii.

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

(4) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Agradecimiento. Agradezco a Dios, que durante toda mi vida me ha brindado amor y sabiduría y a mi familia quienes son mi mayor soporte en cada paso de mi vida.. La Autora. 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/. iv.

(5) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Indice Dedicatoria…………………………………………………..……..……………......................ii Jurado dictaminador…………………………………………..……..…………..……………..iii Agradecimiento………………………………………………..…………..………………....…iv Indice……………………………………………………………………………………………..v Presentation…………………………………………..……..……………..…..………………vii Resumen…………………………………………..……..…………………….……..………..viii Abstract…………………………………………..……..……………………….………..…..…ix Introduction………………...………………………………..…………………..…………..…10. I. LEARNING SESSION DESIGN……………………………………..………..…………..11 1.1. General information:.............................................................................................11 1.2. Capacities ...........................................................................................................11 1.3. Learning strategies:..............................................................................................12 1.4. Learning development .........................................................................................13 1.5. Chart of values : ...................................................................................................15 1.6. Evaluation: ...........................................................................................................15 1.7. Observation guide (cognitive)...............................................................................16 1.9. Specific bibliography………………………………...……………………………......17 II. THEORICAL SUPPORT ………………………………….…...……………………….....18 2.1. Thematic aspect……………………………………………………..….……………...18 2.1.1. Present simple tense – daily routine…………………..................................18. III. PEDAGOGICAL SUPPORT……………………………..………………………………...19. 3.1. Psychological support……….……...………………...............................................19 3.1.1. Social, Moral and Cognitive Development………….……………...………...19 3.1.2. Individual differences and disabilities……………………………………...…19. 3.2. Cognitive principles……………………..…………………………..………...…….....20 3.2.1.. Principles of education…………………..………..………..........................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/. v.

(6) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 3.3. Didactic support 3.3.1. Communicative Method……….………….…………………………...…......21 3.3.1.1.Total Physical Response Method…….....………. .……………....22 3.3.1.2. Principles of TPR………………………………..……………….....23 3.3.1.3. Procedure……………………………………………………..……..24 3.3.1.4. Teaching materials………………………………………………....25 3.3.1.5. Research……………………………………………..….…………..25 3.3.1.6. Reception………………………………………..…..…..…………..26 3.3.1.7. Influence………………………………………..….…….…………..27. 3.3.2. Techniques………………….…………………………………………….…...27 3.3.2.1. Showing pictures………………………..…..……….................….27 3.3.2.2. Giving instructions…………………………….…..........................27 3.3.2.3. Classroom work organization…………….………..……………....28 3.3.2.4. Body language………………………...………….……..……….....28. 3.3.3. Teaching aids………………………………...……..………………………..…28 3.3.3.1. Board…………………………………………………….…………….28 3.3.3.2. Teacher’s voice……………………………….…………………....…28 3.3.3.3. Pictures ………………………….…………….…………………...…..29 3.3.3.4. Class participation ………….…………………….……….…………...29. 3.4. Evaluation…...…...………………………………………….……..………....………..29 3.4.1. The Formative Evaluation………...…….……………....………….……….…29 Conclusions……………………………………………………………..……………………...30 Bibliography…………………………………………………………………………………….31 Annexes…………….………………………………………………........…………………….32 appendix n° 1: worksheet ……..…………………………...……………………………...…33 appendix n° 2: worksheet……………………………...…...………………………………...34 appendix n° 3: game ………..……………………………......……………………………....35 appendix n° 4: worksheet…...…...……………………………….…………………..………36 appendix n° 5: game ………………...………………………………………………..…..….37 appendix n° 6: exam …………...………………………………………….……...…...……..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/. vi.

(7) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Presentation English is regarded as the lingua franca of the world due to its popularity achieved in the different fields or areas of society. Thus, English has become an essential component for the communication, the development of social relationships and cross-cultural communication, and the obtaining of better work-study opportunities. Therefore, command of English makes the difference between success and failure for students and professionals of our country and the world.. The lesson’s topic is “A non common daily routine” Its aim is to satisfy the need of young students of English offering an easy and interesting way of learning the target language and using it in their lives.. In order to accomplish this, I have considered. choosing Total Physical Response Method because it’s the most suitable to present students the contents in learning a second language. The techniques and the materials have been chosen bearing in mind the method selected and, some factors such as the number of students, their age, prior knowledge, etc. in order to maximize their English language learning.. 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/. vii.

(8) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Resumen. El presente plan de estudio ha sido diseñado para los estudiantes del primer grado de nivel secundario de la Institución Educativa “San Juan” con el objetivo principal de proporcionar los conocimientos para mejorar el aprendizaje del inglés utilizando gestos y movimientos corporales. Esta lección se ha adaptado a los estudiantes de primer grado “E”, con el tema “A non common daily routine”. El desarrollo del plan de esta lección se basará en teorías pedagógicas, psicológicas y didácticas.. En la parte psicológica está la teoría cognitiva, que explica cómo los estudiantes utilizan sus conocimientos previos para interactuar con los nuevos conocimientos y, de esta manera, los estudiantes pueden asimilar los nuevos conocimientos fácilmente. Además, también se ha aplicado apoyo didáctico que se dirige al uso de la lengua meta en un contexto real, utilizando las cuatro habilidades de escuchar, hablar, leer y escribir para desarrollar las habilidades comunicativas de los estudiantes. Asimismo, se han aplicado principios educativos, técnicas y ayudas didácticas para tener un apoyo teórico completo. Al final, se realizaron las conclusiones del tema.. Los alumnos serán capaces de hablar, así como describir su rutina diaria y las diferentes partes del día.. Palabras claves: comunicación oral, movimientos corporales, recursos no verbales. 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/. viii.

(9) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Abstract This present lesson plan has been designed for the students of the first grade of secondary level from "San Juan" high school with the main objective of providing the knowledge to improve the learning using gestures and body movements.. This lesson has been adapted for first grade "E" students, with the theme "A non common daily routine". The development of the plan of this lesson will be based on pedagogical, psychological and didactic theories.. In the psychological part is the Cognitive theory which explains how students use their previous knowledge to interact with the new knowledge and through this way the student can assimilate the new knowledge easily.. Furthermore, it has been applied a didactic support that addresses to use the target language in a real context, using the four skills listening, speaking, reading and writing to developing students’ communicative skills. Also, educational principles, techniques, and teaching aids have been applied to have a complete theoretical support. In the end, the conclusions of the topic were made.. Students will be able to talk as well as describe their daily routine and different parts of the day.. Keywords: oral communication, body language, non-verbal resources. 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/. ix.

(10) 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 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 daily routines to 1. st. Grade “E” students of “San. Juan” high school, with the topic “A non common daily routine”. 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 student 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" the 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 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 used several educational principles, different techniques and teaching aids that were chosen according to the mentioned methods.. Finally, there will be some conclusions that summarize all the information given.. 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.

(11) TSP UNITRU. I.. Biblioteca de Educación y Ciencias de la Comunicación – UNT. LEARNING SESSION DESIGN 1.1. General information School:. San Juan. Subject:. English. Class:. 1st “E”. Lesson topic:. A non common daily routine. Date:. October 2nd. Time:. 45 minutes. Class duration:. 2.30 – 3.15pm. 1.2. Capacities:. General Capacities. Specific Capacities. - Recognize the vocabulary given in class. Oral Expression and Oral Comprehension. - Ask and give information about the use of the daily routines.. - Create and present a non-common Oral Production. routine by using pictures.. 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. 11.

(12) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 1.3. Learning strategies. Specific Capacities. • Identify, recognize. Contents. Techniques. Communicative. Linguistic. Function. Grammar. • Describing daily routines.. • Show pictures. • Present simple. • worksheets. • Action verbs. • Speaking activity. and use daily routines. • Ask and give information about. Notion • Knowledge. routines.. • Brush my teeth. routines.. • Take a shower. Topic. present their. • Individual work • Working in pairs. • Get dressed • Have breakfast. • “A noncommon daily routine”.. • Create and. • Wake up. • • Participation. about daily. personal daily. • Asking questions. Vocabulary. • Go to school • Do my homework • Watch TV. own non -. • Have dinner. common. • Go to sleep. daily routines.. 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.

(13) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Learning Activities Moments Motivation. • Greet the teacher.. • Smile 1. Previous Knowledge. • Present a calendar to find the date. • Use gestures and. • Answer the questions about the date. • Make mimics. (appendix 1) • Guess the topic.. body language to. For the teacher. Assessment. • Greets the students.. • Observe if the Ss. • Asks for the date. • Presents routine. her by. are able to identify the date.. daily. showing. 3. • Observe if the. pictures and making. students are able to. mimics.. guess the topic.. find the topic. 2. Introducing the new knowledge. Opening. For the students. Time. 1.4. Learning development. • Show a reading.. • Read the text and identify daily routines by making. • Shows the text.. • Observe if the. • Corrects together the. students are able to. • Show pictures. mimics and associate with. answers by making. identify daily. and stick them. the pictures. (appendix 2). mimics.. routines.. 5. knowledge. the new. 3.Describing. Development. on the board. • Give instructions about the game. • Show pictures.. •Associate the objects in. • Makes Ss participate.. • Verify if students. the suitcase with the daily. can understand the. routines. (appendix 3). instruction.. 7. 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. • Play a game 4. Free practice. using the box and a real clock.(charade game) • Make Ss participate.. • Choose a picture about a. • Asks for two. • Check the students. daily activity and the time. volunteers to develop. answer in plenary. and makes mimics.. this activity.. (Ss will correct the. (appendix 4) • Another student tries to guess the daily routine and express it orally.. • Divides the class in. 5. own mistakes). two groups. • Gives one example about what all Ss have to write.. transfer. 5. Classroom. •. Give Ss a worksheet.. •. Make Ss write. • Write the answers on their worksheet. • Read their answers.. • Gives the Ss. • Apply the new. instructions about their. vocabulary in their. activity.. own composition.. • Asks for two volunteers. their own routine.. 1 0. to read their answers.. consolidation. • Corrects together. 6. Extension and. Conclusion. (appendix 5). •. Develop the final activity.. • Listen to the teacher’s Instructions. • Create and present their own non -common daily routine. (appendix 6). • Gives instructions to the. • Check list. Ss create their own daily routine. • Thanks the students for their attention and. 5. participation. 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. 1.5. Chart of values:. Attitudes. Values. Responsibility. ✓ Do the activities in class. ✓ Do the homework.. Cooperation. ✓ Participate in class. ✓ Help and support their classmates. ✓ Share knowledge with their classmate.. Respect. ✓ Respect to the teacher. ✓ Respect their classmates. ✓ Follow teacher’s instructions.. 1.6. Evaluation:. Expected. Achievement. Signs. learning. indicator. of. Tools. performance • The students. • To describe. • Answer. will be able. activities in relation. questions. to recognize. with their routines.. • Do exercises. the. • To produce and. vocabulary. create sentences. and create. about their own. their own-no. daily routine.. common daily. by using pictures.. • Work individually. • Voice • Board • Flashcards • Worksheets • Markers. routine.. 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.

(16) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 1.7. Observation guide (cognitive). To describe activities in relation with their routine. Indicators Students A. B. C. D. To produce sentences about their own daily routine A B C D. To create a noncommon routine by using pictures A. B. C. D. 1. 2. 3. 4. 5. 6. . 7. 8. 9. 10 . 11 . 12 . 13 . 14 . 15 . 16 . 17 . 18 . 19 . 20 . 21 22 23 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/. 16.

(17) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Descriptive scale. A. EXCELLENT. B. GOOD. C. REGULAR. D. BAD. 1.8. Specific bibliography For Teachers: Larsen Freeman, D.(2000).Techniques and Principles in Language Teaching, USA: Oxford University Press.. Mccaughey, K. (2015). Practical Tips for increasing Listening Practice Time, English Teaching Forum, 53(1), 40. Retrieved October 23, 2019.. Norris Holt, J. (2018, October 24). Motivation as a Contributing Factor in Second Language Acquisition.. Richards, J., & Rogers, T. (2003). Approaches and Methods in Language Teaching. Cambridge University Press.. 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.

(18) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. II. THEORICAL SUPPORT 2.1. Thematic aspect 2.1.1. Present simple tense – daily routine What is your normal daily routine? A routine is a set of normal everyday activities. They are the things that a person usually does on a normal school or work day.. Use the present simple tense. Forming the present simple tense is simple – use the base form of the verb. •. I play…. •. You work…. •. They swim…. Remember – if you are using the third person singular (he/she/it) you need to add s to the verb. •. He plays…. •. She jumps…. •. It kicks…. Example sentences with the simple present tense: •. I clean my teeth at 7:00.. •. I go to sleep at 11:00.. 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.

(19) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. III. PEDAGOGICAL SUPPORT 3.1. Psychological support 3.1.1. Social, Moral and Cognitive Development - To. understand. the. characteristics. of. learners. in. childhood,. adolescence, adulthood, and old age, educational psychology develops and applies theories of human development. Often cast as stages through which people pass as they mature, developmental theories describe changes in mental abilities (cognition), social roles, moral reasoning, and beliefs about the nature of knowledge. - Developmental theories are sometimes presented not as shifts between qualitatively different stages, but as gradual increments on separate dimensions. Development of epistemological beliefs (beliefs about knowledge) have been described in terms of gradual changes in people's belief in: certainty and permanence of knowledge, fixedness of ability, and credibility of authorities such as teachers and experts. People develop more sophisticated beliefs about knowledge as they gain in education and maturity.. 3.1.2. Individual differences and disabilities - Each person has an individual profile of characteristics, abilities and. challenges that result from learning and development. These manifest as individual differences in intelligence, creativity, cognitive style, motivation, and the capacity to process information, communicate, and relate to others. The most prevalent disabilities found among school age children are attention- deficit hyperactivity disorder (ADHD), learning disability, dyslexia, and speech disorder. Less common disabilities include mental retardation, autism, hearing impairment, cerebral palsy, epilepsy, and blindness. According to psychology theories about differences between students, the teacher will present some aids in order to catch their attention and get them motivated, for example: the teacher shows pictures to associate daily routines and a clock. (appendix 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/. 19.

(20) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 3.2. Cognitive principles  3.2.1. Principles of education a. Individualization - The need to adapt teaching to each student is essential. The principle of individualization claims that the center of the educational is the person who is unique and unrepeatable, so the procedures are adapted to them. Therefore, education, pursuing this principle, considers the person as a unique individual from heredity, mental development, intelligence and skills; school performance, personality, interests and age, since each involves a particular functional specificity, a particular behavior, language, motor skills and reasoning ability.. Each student has different ideas and opinions so in this class the teacher will try to make the students participate and share their ideas with the class. Besides the teacher will emphasize the importance of their participation.. b. Socialization: - In the educational process is imperative that the individual knows how to integrate into the community that surrounds him. Also all media that encourages communication among students; we find study groups that facilitate collaborative learning tasks by working in teams to find solutions to a problem or to develop a project.. The teacher will show the students a game in order to they cooperate and work together. Show pictures and the students have to write the answer according to them. (appendix 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/. 20.

(21) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. c. Active Participation (the activity) - The aim is to enable the student activity, which arises from the needs of the person. This principle considers the student as the center of the educational process and the teacher as guide and counselor.. During the group working as well in the whole class the teacher will be a guidance for the students and will solve their doubts.. d. Intrinsic Motivation - Classroom techniques have a much greater chance for success if they are self- rewarding in the perspective of the learner. The learners perform the task because it is fun, interesting, useful or challenging and not because they anticipate some cognitive or affective rewards from the teacher.. 3.3. Didactic support. 3.3.1. Communicative Method - The origins of the Communicative M. are to be found in the changes in the British language teaching tradition dating from the late 1960s. The goal of teachers who use this approach is to enable students to be communicatively competent. Communicative competence involves being able to use the language appropriate to a given social context. To do this, students need knowledge of the linguistic forms, meanings, and functions. In a communicative class the teacher is a facilitator of his students’ learning. He is the manager of classroom activities. He also establishes situation likely to promote communication. During the activities he acts as an advisor, answering students’ questions and monitoring their performance. Students must be engaged in trying to make themselves understood even when their knowledge of the target language is incomplete.. 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.

(22) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. -. Main characteristics of the Communicative Approach: • Students use the language a great deal through communicative activities such as games, role-plays, and problem – solving tasks. • The use of authentic materials. It is desirable to give students an opportunity to develop strategies for understanding language as it is actually used by native speakers. • Students in small groups often carry out classroom activities.. Small. numbers of students interacting are favored in order to maximize the knowledge.. During the group work and when the students share their ideas orally. Besides after presenting a video, the students will be able to share their ideas answering some questions and sharing their previous knowledge.. 3.3.1.1. Total Physical Response Method - Total physical response (TPR) is a language teaching method developed by James Asher, a professor emeritus of psychology at San José State University. It is based on the coordination of language and physical movement. In TPR, instructors give commands to students in the target language with body movements, and students respond with whole-body actions.. - The method is an example of the comprehension approach to language teaching.The listening and responding (with actions) serves two purposes: It is a means of. quickly recognizing. meaning in the language being learned, and a means of passively learning the structure of the language itself. Grammar is not taught explicitly but can be learned from the language input. TPR is a valuable way to learn vocabulary, especially idiomatic terms, and phrasal verbs.. 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.

(23) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. - Asher developed TPR as a result of his experiences observing young children learning their first language. He noticed that interactions between parents and children often took the form of speech from the parent followed by a physical response from the child. Asher made three hypotheses based on his observations: first, that language is learned primarily by listening; second, that language learning must engage the right hemisphere of the brain; and third, that learning language should not involve any stress.. - Total physical response is often used alongside other methods and techniques. It is popular with beginners and with young learners, although it can be used with students of all levels and all age groups.. 3.3.1.2. Principles of TPR - Total physical response is an example of the comprehension approach to language teaching. Methods in the comprehension approach emphasize the importance of listening to language development, and do not require spoken output in the early stages of learning. In total physical response, students are not forced to speak. Instead, teachers wait until students acquire enough language through listening that they start to speak spontaneously. At the beginning stages of instruction students can respond to the instructor in their native language. - While the majority of class time in total physical response is spent on listening comprehension, the ultimate goal of the method is to develop oral fluency. Asher sees developing listening comprehension skills as the most efficient way of developing spoken language skills.. 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.

(24) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. - Lessons in TPR are organized around grammar, and in particular around the verb. Instructors issue commands based on the verbs and vocabulary to be learned in that lesson. However, the primary focus in lessons is on meaning, which distinguishes TPR from other grammar-based methods such as grammar-translation. - Grammar is not explicitly taught, but is learned by induction. Students are expected to subconsciously acquire the grammatical structure of the language through exposure to spoken language input, in addition to decoding the messages in the input to find their meaning. This approach to listening is called code breaking. - Total physical response is both a teaching technique and a philosophy of language teaching. Teachers do not have to limit themselves to TPR techniques to teach according to the principles of the total physical response method.. 3.3.1.3. Procedure - The majority of class time in TPR lessons is spent doing drills in which the instructor gives commands using the imperative mood. Students respond to these commands with physical actions. Initially, students learn the meaning of the commands they hear by direct observation. After they learn the meaning of the words in these commands, the teacher issues commands that use novel combinations of the words the students have learned. - Instructors limit the number of new vocabulary items given to students at any one time. This is to help students differentiate the new words from those previously learned, and to facilitate integration with their existing.. 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.

(25) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. - While drills using the imperative are the mainstay of total physical response classes, teachers can use other activities as well. Some typical other activities are role plays and slide presentations. However, beginners are not made to learn conversational dialogs until 120 hours into their course. - According to Asher, TPR lesson plans should contain the detailed commands that the teacher intends to use. He says, “It is wise to write out the exact utterances you will be using and especially the novel commands because the action is so fast-moving there is usually not time for you to create spontaneously.”. 3.3.1.4. Teaching materials - Total physical response lessons typically use a wide variety of realia, posters, and props. Teaching materials are not compulsory, and for the very first lessons they may not be used. As students’ progress in ability the teacher may begin to use objects found in the classroom such as furniture or books, and later may use word charts, pictures, and realia. There are a number of specialized TPR teaching products available, including student kits developed by Asher and an interactive CD-ROM for students to practice with privately. 3.3.1.5. Research - Asher conducted a large number of scientific studies to test and. refine his hypotheses and the teaching practices in total physical response. When. testing children and adults learning Russian,. Asher and Price found that the adults outperformed the children.. 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.

(26) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 3.3.1.6. Reception - According Teaching. to. the. Routledge. Encyclopedia. of. Language. and Learning, TPR is often criticized as being only. suitable for beginning students. However, the encyclopedia goes on to note that there are several publications available about how to use TPR with intermediate and advanced students. - According to its proponents, total physical response has a number of advantages: Students enjoy getting out of their chairs and moving around. Simple TPR activities do not require a great deal of preparation on the part of the teacher. TPR is aptitude-free, working well with a mixed ability class, and with students having various disabilities.] It is good for kinesthetic learners who need to be active in the class. Class size need not be a problem, and it works effectively for children and adults. - However, it is recognized that TPR is most useful for beginners, though it can be used at higher levels where preparation becomes an issue for the teacher. It does not give students the opportunity to express their own thoughts in a creative way. Further, it is easy to overuse TPR-- "Any novelty, if carried on too long, will trigger adaptation." It can be a challenge for shy students. Additionally, the natures of TPR places an unnaturally heavy emphasis on the use of the imperative mood, that is to say commands such as sit down and stand up. These features are of limited utility to the learner, and can lead to a learner appearing rude when attempting to use their new language. As a TPR class progresses, group activities and descriptions. can. extend. basic. TPR. concepts. into. full. communication situations. Because of its participatory approach, TPR may also be a useful alternative teaching strategy. for. students with dyslexia or related learning disabilities, who typically experience difficulty learning foreign languages with traditional classroom instruction.. 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.

(27) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 3.3.1.7. Influence - Teachers who use TPR typically use it together with a variety of. other activities and techniques. It is most often used for. introducing new vocabulary.. This. is. in. line. with. Asher's. recommendations for using the method. - Blaine Ray, a Spanish language teacher, added stories to TPR to help students acquire non-physical language, creating the foundation of the method known as Teaching Proficiency through Reading and Storytelling (TPRS) built on Stephen Krashen's theories of language acquisition.. 3.3.2. Techniques 3.3.2.1. Showing pictures.. - Pictures are the most useful visual aids available to the teacher.. They can be a. good way to engage learners to practices. many aspects of the language.. The teacher will present some pictures in order to make easy the students’ learning. For example, students create sentences with the pictures showed before. (appendix4). 3.3.2.2. Giving instructions. - Teachers have to specify the purpose of the classroom activities. and give clear instructions to do the tasks.. 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.

(28) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 3.3.2.3. Classroom work organization: - Whole class: there are many occasion when the best type of classroom work organization is a teacher working with the whole class as a group.. 3.3.2.4. Body language - Sometimes students can understand what the teacher means even when they don’t know words in English. The key is the mime, facial expressions and body movements.. When the teacher will present the new knowledge or vocabulary he will use the body language in order students understand better.. 3.3.3. Teaching aids 3.3.3.1. Board. - It’s the most helpful visual aid. Working on the board should. encourage students to think and take actions rather than just to remain them of what they have learned.. 3.3.3.2. Teacher’s voice - This is an important teaching aid because one of the first. requirements of good teaching is a good voice projection.. In order students understand and comprehend every instruction question or new expression, the teacher will use his voice properly.. 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.

(29) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. 3.3.3.3. Pictures - Many people who use pictures make difficult things easier to. understand. Pictures can also be used as a way of engaging students on speaking.. The teacher will present pictures when presenting the new knowledge for example in appendix 1 and when he presents the new vocabulary related to the daily routines (appendix 1). 3.3.3.4. Class participation - It is used to motive students to participate in class.. After presenting a video or pictures the teacher will ask some questions in order to students participate sharing their ideas and doubts.. 3.4. Evaluation 3.4.1.The Formative Evaluation It is a method of judging the work of students while they are doing different activities. Formative Evaluation focuses on the process; teachers evaluate during the whole class observing who participates, reproduces the 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 difficulty of the learning. If there are any difficulties during the lesson, the teacher tries to guide students. The teacher evaluates the process using different techniques and activities.. 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.

(30) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Conclusions Theorical support: - Communicative Method allowed the students get a new knowledge and practice it in their. real life, which was more important than just learn new vocabulary, grammar or new expressions. - During learning process it was very important to develop to main cognitive principles that. were individualization and socialization. It is well known that students learn better communicating and working in groups.. Pedagogical support: - Psychology theories were important to understand that students had no the same ideas. and opinions and also to motivate them. The motivation played a very important role to create a good atmosphere in the classroom because students could use the target language to express themselves individually as well as to exchange information with their classmates without experiencing anxiety. - The reading principles: skimming and scanning allowed the students understand better a. text and find it less difficult and boring to work. - The techniques and the teaching aids were the best tools to motivate students during the. whole class and thus achieve their active participation and an efficient learning. - The Formative Evaluation was the best way to identify the weaknesses and capacities of. the students in the educational process so that the teacher could take the necessary measures to reduce those difficulties.. 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.

(31) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Bibliography Theorical support:. Cambridge Advanced Learners Dictionary, (2003).. 1st. Ed. Cambridge University. Press. New York.. Douglas B, H. (2002). Teaching by Principles. An Interactive Approach to Language Pedagogy. Longman.. Pedagogical support:. Harmer, J. (2005) How to teach English, Longman. England.. Harmer, J. (2007). "How to Teach English". Longman.. Hartley, James. Learning and Studying. London. 1998. Murphy, R. (2004). English Grammar in Use. Cambridge University Press Larsen- Freeman, D. (2002). “Techniques and Principles”. 2nd. Ed. Oxford University Press. New York.. Oxford Advanced Learner 's Dictionary. (2010). Oxford University Press.. Richard, j. Rogers, T. (2003). Approaches and Methods in languages teaching. Cambridge University Press.. 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.

(32) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. ANNEXES. 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.

(33) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Appendix N° 1 Worksheet a. Match and write the numbers according to the pictures. TAKE A SHOWER DO HOMEWOR K. 1. BRUSH TEETH. GO TO BED. HAVE LUNCH. WAKE UP. GO TO WORK. HAVE BREAKFAST. WATCH TV. HAVE DINN ER GET DRESSED. 2 3. 4 4. 5. 6. 7. 8 8. 7. 10 0. 9. 11. 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/. 33.

(34) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Appendix N° 2 Worksheet a. Identify teacher’s routine and match them according to the pictures.. MY DAILY ROUTINE I am Gabriela and I am 27 years old, I am a teacher. I live in Trujillo with my parents and my sister. In the morning, I brush my teeth every day and I take a shower at 8.30 am. I get dressed, then I have breakfast.. In the afternoon, I watch TV with my family at 2.00pm and do my homework, I love to do my homework. Finally, I go to sleep at 11.00pm.. 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.

(35) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Appendix n° 3 Game. a. Try to associate the objects with the daily routines.. 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.

(36) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Appendix N° 4 Worksheet a.. Look at the video and compare these routines.. He gets up at 6am but I get up at 8.00am. He brushes his teeth at 7.10 am but I brush my teeth at 8.15am. He has breakfast at 7.05 am but I have breakfast at 9.00am. He watches TV at 8.00 pm but I watch TV at 2.00 pm m. He goes to sleep at 9.00pm but I go to sleep at 11.00pm.. 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.

(37) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Appendix N° 5 Worksheet. 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.

(38) TSP UNITRU. Biblioteca de Educación y Ciencias de la Comunicación – UNT. Appendix N° 6 Exam a. Choose 5 pictures and write your daily routine:. Example : 1. I wake up at 10.00am 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/. 38.



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