NATIONAL UNIVERSITY OF TRUJILLO

Foreign Language Department

LEARNING SESSION DESIGN

LESSON TOPIC: Talking about what people can do

SCHOOL: “Javier Heraud”
SCHOOL TEACHER: De la Cruz Flor
TRAINER: Ms. Miranda Narvaéz Shirley

TRAINEE: Fernández Ramos Erick Giuseppe

CLASS: 1th

TRUJILLO – PERÚ
2016

1
 CONTENT

PRESENTATION 3
LEARNING SESSION DESIGN
General Information 4
I. Capacities 5
II. Learning strategies 6
III. Learning Development 7

IV. Chart of values and attitudes 10

V. Evaluation 10
VI. Observation guide 11
VII. Specific Bibliography 13
VIII. Appendixes 14
Appendix 1 15
Appendix 2 18
Appendix 3 19
Appendix 4 20

THEORETICAL SUPPORT 21
Introduction 22
I. Discussion of contents
1.1. Thematic aspect 23
1.2. Psychological Support 24
1.3. Pedagogical Support 25
1.4. Didactic Support 27
1.5. Techniques 28
1.6. Teaching aids 28
1.7. Evaluation 30
II. Discussion 31
III. Conclusion 32
IV. Bibliography 33

2
 PRESENTATION

English is the language of globalization, of international business and

politics.
Now days, the use of English has become highly essential and popular. It is
common to see many people learning English for specific purpose such as
communication, business, politics, science, entertainment, internet and
diplomacy. That is why people need to learn English language.

The following lesson plan “talking about what people can do” has been
written for first grade “B” students of “JAVIER HERAUD” High School.
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 to use the modal can.
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– year 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
English language.

3
 LESSON PLAN

GENERAL INFORMATION:

1. Educational Institution:

1.1. School : I. E. “Javier Heraud”

1.2. Subject : English
1.3. Class : 1th Grade
1.4. School Teacher : De la Cruz, Flor

2. Lesson plan:

2.1. Lesson Topic : “Talking about what people can do”

2.2. Date : Tuesday , December 6th 2016
2.3. Hour : 1:40-2:25 p.m.
2.4. Class Duration : 45 minutes

3. References:

3.1. Trainee : Fernández Ramos Erick Giuseppe

3.2. Trainer : Miranda Narvaéz Shirley

4
 I. CAPACITIES:
Specific Capacity Specific Capacity Learning Activities Resources Indicators
content Area
The student…
The Student… The student…
 Talk about  Describes what they  Looks carefully the  Voice  Answers the
what people Speaking can do. pictures and describes teacher’s questions.
can do. what she/he sees.  Board  Creates their own
 Understands what  Listens to the examples.
 Pictures
 Use the they can read in the teacher´s explanation  Reads carefully the
vocabulary Reading reading about the And gives his/her reading and answer
 Worksheet
learned in modal can. examples. the questions.
class.  Reads the text and  texts  Says phrases using
answer the questions. the modal verb can.

5
II. LEARNING STRATEGIES:

Specific capacities CONTENTS TECHNIQUES

COMMUNICATIVE LINGUISTIC
Function: Grammar:
The student…  Expressing •Showing

things what pictures

Modal verb : can
can you do?
•Giving
instructions
Notion: Vocabulary:
Verbs:
 Identifies •Individual work
 ride
actions that
 fish •Pair work
people can do.
 swim
 Infinitive  climb •Class
verbs  surf participation
 dance
 speak
•Worksheet
 draw
 Describes what  type
•Oral explanation
people can do.  cook
 run
•reading text.
 fly
 do
washing
up

Topic:
 Talking about
what people
can do

6
III. LEARNING DEVELOPMENT
MOMENTS LEARNING ACTIVITIES RESOURCES TIME

FOR THE TEACHER FOR THE STUDENTS

 Teacher´s voice
I  Greets the class.  Greet the teacher 3
 Board E
N 1. Greeting.  Asks for the date and writes it on  Say the date  marker
M V
T the board.  Pay attention to the teacher.
O A
R
T O
L
D  Teacher´s voice
I 2. Introducing  Show a world map  Look the world map
U  Shows pictures about famous carefully.
U
the new  Pictures
V C football player
A
knowledge. (Appendix 01).  Answer the teacher´s 5
T  The board.
A questions.( what it is and T
I  Asks Students bout football what countries are )
T player I
O
I N O
O  Group learners by ability in pairs  Look the cultural pictures  The teacher´s
voice. N
or small groups of 5 students carefully. 10
N D 3.Describing the  with images symbolic of  S.s ask questions and  The board
E
new knowledge. different cultural features. answers about each
V  Words cards
(Appendix 2) image.
E  Flash cards
 Monitor and support learners

7
 L
O  Look at the pictures
M
P  Match the word cards
O according with the picture
M
T E
 Show the flag for several  Guess the countries  The teacher´s
N voice.
I 3. Direct
T different countries and have  The reading text E
V practice. students guess what country
 The students´ V
10
A they are from. voice.
 Write their answer on the A
T  (appendix 04 )  Board
board. L
I  Monitors the students’ work
 Correct your answers if  Markers.
U
walking around and helping they are wrong.
O
them. A
N
 Checks the student’s answers T
and corrects if it’s necessary. I
4. Classroom 10 O
 Teacher´s voice
transfer.  S.s going to make a postcard ,  Make the postcard about
N
about their trip to a foreign some country.  Students’ voice.
country.
 Student´s
movement

 paper

8
F 5. Evaluation.  Give S.s give students flash card  Answer the questions  The worksheet 5
A from the countries and behind  Work in pairs
R these flash cards there are
E
questions about the country
W
E
 Do students work in pairs and
L
students ask his /her partner.
L
sentences “I'm from....” and “I
want to go to...” .
6. Extension.  Give homework to his students.  Do their homework at  Notebooks
 pens
home. 1
7. Farewell.  Thanks for their attention.  Listen to the teacher.  The teacher´s
voice.
 Says good bye.  Say good bye. 1
 The students´
voice

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IV. CHART VALUES:

VALUES ATTITUDES

Responsibility Shows perseverance in class

Cooperation Works with his partners

Respect Shows respects to the ideas of her friends

Respect the rules that the teacher gives

V. EVALUATION:

EXPECTED LEARNING ACHIEVEMENT SIGNS OF TOOLS

INDICATOR PERFORMANCE

 Produce
their ideas  Participate actively  Answer  Voice

identifying during the whole questions  Pictures

class and identify  Do exercises  markers
the use of
the vocabulary.  Work in pairs  Board
modal
 The reading
verb can
text
 Worksheet
 Observation
guide

ATTITUDES INDICATORS INSTRUMENTS

 Participate in class  Answer questions

actively  Listen to their
 Respect their classmate while they  Attitude’s guide
classmate’s opinion are talking
 Follow the teacher’s  Raise the hand before
opinion talking.
 DESCRIPTIVE SCALE:

A NO Mistakes 18-20

B Fewer mistakes 15-17

C Some mistakes 11-14
D A lot of mistakes 05-10

VI. OBSERVATION GUIDE

Lesson topic: Talking about what people can do
Teacher:…………………………………….. Grade: ……… Date: …………

Indicators Students Identify vocabulary

are able to Students are
that is related to
express able to use the
abilities.
their own modal verb can to
and express general
people´s ability
abilities

Students: A B C D A B C D A B C D
1
2
3
4
5
6
7
8
9
10

11
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30

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VII. BIBLIOGRAPHY:

 Advanced Learner’s Dictionary (2010): the 8th edition, Oxford

University Press. UK.
 Andrew Wright, David Betteridge, Michael Buckby (2006) “Games
for language learning” Third Edition. Cambridge University Press. UK.
 HARMER, Jeremy (2007). “How to teach English”, Longman.
England.
 LARSEN – FREEMAN, Diane (2000): Techniques and Principles in
Language Teaching. Oxford University Press , United States of
America
 NUTALL, Christine (1982): Teaching Reading Skills in a Foreign
Language. England.
 Soars, John & Liz (2009): New Headway Pre-Intermediate
student´s book, Third edition. Oxford University Press.
 UR, Penny (1999). “A Course in Language Teaching“, Cambridge
University Press, UK.
 UR, Penny (2004). “Language Activities for Teenagers” Cambridge
University Press, UK.

SITOGRAPHY:

 English club :Modal verb can, 02/12/2016 .Retrieved from:

https://www.englishclub.com/grammar/verbs-modals_can_1.htm

 Perfect English grammar : modal verbs , 02/12/2016

Retrieved from:
http://www.perfect-english-grammar.com/modal-verbs.html

FOR STUDENTS:
 All the materials will be provided by the teacher.

13
14
 Appendix 1
What can this superheroes can do?

Spiderman can climb

Superman can fly

15
 Appendix 2

The modal verb can

Can is an auxiliary verb, a modal auxiliary verb, we use can to:

talk about possibility and ability.

Structure of can

subject + Auxiliary verb + Infinitive verb

can

I
SHE
HE
IT can run
THEY
YOU
WE

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Appendix 3

fly

ride a bike

climb

fish

17
swim

dance

Speak Chinese.

surf

draw

18
cook

type

run

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 Appendix 4

READ THE TEXT AND ANSWER THE QUESTIONS

TAYLOR LAUTNER

He was born in USA. He can speak

English and Spanish but he can´t speak
Chinese.

He can run very fast but he can’t fly.

He can swim but he can’t climb like

superman.

Answer this questions:

Can he fly?

………………………………………………..

Can he speak Spanish?

…………………………………………………

Can he climb like superman?

………………………………………………….

Can he swim?

…………………………………………………..

Can he run very fast?

…………………………………………………

Can he speak Chinese?

…………………………………………………

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Theorical
support

21
 INTRODUCTION

Traditional language teaching approaches and methods focused on the

explanation and use of grammar rather than communicative skills. Nowadays,
the main aspect that teachers try to develop in class is the communicative
competence. That is to say, students must be able to use the language in
determined circumstances that are real.
In this report, I am going to present the theoretical support, which is the basis
of my learning session design.
I am going to start with the thematic aspect that explains the importance of
new vocabulary in the lesson, then the Psychological Support that is based on
constructivism theory and its main principles. After that, I am going to present
the pedagogical support that shows the cognitive and affective principles
which the educational process must be based on. In addition, I am going to
point out the didactic support, which is referred to the Communicative
Approach, and the techniques and teaching aids related to this approach.
Finally, there will be a discussion of the main aspects of the theoretical support
and the conclusions deduced from that theoretical support.

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I. DISCUSSION OF CONTENTS

THE MODAL VERB CAN

Can is a modal verb.

Can is used to express ability or to say that something is possible.
Can is the same for all subjects. We don't add an 'S' in the third person (like
other verbs)
The verb that comes after Can is in the infinitive without to:

 I can speak Spanish. (= it is possible for me to speak Spanish = I have the

ability to speak Spanish)
 He can swim well.
 We can see our neighbour in the garden.
 They can play the guitar.

Negative
To form the negative we add "not" after can to form one word: cannot.
We can also contract the negative to form can't. (can't = cannot)

 I cannot play the piano. We can't go to the cinema tonight.

 She cannot speak French very well. He can't drive a car.

Questions
To from the question we change the position of the subject and the auxiliary verb.
The main verb is still in the infinitive without to.

 Where can I buy an ice-cream?

 Can I go to the party, please?
 Can you speak Japanese?
 What can we do on Saturday?

Remember that you can use short answers:

 Can I sit here please? Yes, you can.

 Can you speak Chinese? No, I can't.

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II. PSYCHOLOGICAL SUPPORT

 THE COGNITIVIST THEORY

Piaget (1936) was the first psychologist to make a systematic study of cognitive
development. His contributions include a theory of child cognitive development,
detailed observational studies of cognition in children, and a series of simple but
ingenious tests to reveal different cognitive abilities.

The Cognitive Learning Theory explains why the brain is the most incredible
network of information processing and interpretation in the body as we learn
things.

When we say the word “learning”, we usually mean “to think using the brain”. This
basic concept of learning is the main viewpoint in the Cognitive Learning Theory
(CLT). The theory has been used to explain mental processes as they are
influenced by both intrinsic and extrinsic factors, which eventually bring about
learning in an individual. (Atherton, 2013)

However, to get to the learning it is very important to use a variety of activities in

new situations because those activities will allow assimilation of what has
already been learnt or partly learnt. It will also create further situations for which
existing language resources are inadequate and must accordingly be modified or
extended--"accommodation" but what are assimilation and accommodation? In
order to make those ideas clearer we will cite Piaget. Whose Key Ideas are?

 Assimilation: The process by which a person takes material into their mind
from the environment, which may mean changing the evidence of their
senses to make it fit.
 Accommodation: The difference made to one's mind or concepts by the
process of assimilation.

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In order to make our ideas clearer we have some more Piaget's ideas about
human learning which will help to understand the students’ learning process;
these ideas are as they follow:

- People are active processors of information. Instead of being passive

respondents to environmental conditions, human beings are actively
involved and interpreting and learning from the events around them.
- Knowledge can be described in terms of structures that change with
development. Piaget proposed the concept of schema. As children develop,
new schemes emerge, and are sometimes integrated with each other into
cognitive structures.
- Cognitive development results from the interactions that children have with
their physical and social environments. As a child explores his world, and
eventually they began to discover that they hold a perspective of the world
uniquely their own.
- Cognitive development occurs in distinct stages, with thought processes at
each stage being qualitatively different from those and other stages.

III. PEDAGOGICAL SUPPORT

 THE MOTIVATION PRINCIPLE

“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” - BROWN, Douglas H. (2000).

 THE ACTIVITY PRINCIPLE

“Learning by doing”, students will improve their knowledge of the language, if

they use the target language regularly. It means in the educational process, the

25
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 learner should get
to his or her own understanding of the content facilitated by the teacher into an
active process where learners should learn to discover principles, concepts and
facts for themselves. The learning environment should also be designed to support
and motivate the learner's thinking by clear guidelines and creates the
environment for the learner obtains his own conclusions.” BROWN, Douglas H. (2000).

It refers when the students participate in an active way performing an activity,

improving their knowledge by regularly repeating the same type of action.

 PRINCIPLES FOR DESIGNING LISTENING AND SPEAKING TECHNIQUES:

a) Encourage the use of authentic language and material.

Authentic language and real-world tasks enable students to see the relevance of
classroom activity or their long-term communicative goals. If you introduce natural
texts rather than concocted, artificial material, students will more readily dive into
the activity.

b) Capitalize on the natural link between speaking and listening

Many interactive techniques that involve speaking will also of course include
listening. Don’t lose out on opportunities to integrate these two skills. As you are
perhaps focusing on speaking goals, listening goals may naturally coincide, and
the two skills can reinforce each other. Skills in producing language are often
initiated through comprehension.

c) Give students opportunities to initiate oral communication

26
Part of oral communication competence is the ability to initiate conversations, to
nominate topics, to ask questions, to control conversations, and to change the
subject.

IV. DIDACTIC SUPPORT

COMMUNICATIVE APPROACH

 RICHARDS, J. AND T. RODGERS

Defined an approach as “it refers to theories about the nature of language and language
learning that serves as the source of practices and principles in languages teaching”, In
order to explain Communicative Language Teaching as an approach, it is necessary to
clarify what the language theory is and the language learning theory that this approach
sustain. (RICHARDS, 1991)
 LANGUAGE THEORY:

“The communicative approach in language teaching starts from a theory of language as

communication. The goal of language teaching is to develop “communicative
competences”. Learning a second language was similarly viewed by proponents of
Communicative Language Teaching as acquiring the linguistic means to perform different
kinds of functions.
“At the level of language theory, Communicative Language Teaching has a rich theatrical
base. Some of the characteristics of this communicative view of language follow”
o Language is a system for the expression of meaning.
o The primary function of language is for interaction and communication.
o The structure of language reflects its functional and communicative uses.

27
 o The primary units of language are not merely its grammatical and structural
features, but categories of functional and communicative meaning as
exemplified in discourse.

“Communicative Language Teaching means little more than an integration of grammatical

and functional teaching; one of the most characteristic features of communicative language
teaching is that it pays systematic attention to functional as well as structural aspects of
language” . Here we can cite to Margie S. Berns, an expert in the field of communicative
language teaching, who says that "language is interaction; it is interpersonal activity and has a
clear relationship with society. In this light, language study has to look at the use (function) of
language in context, both its linguistic context (what is uttered before and after a given piece of
discourse) and its social, or situational, context (who is speaking, what their social roles are, why
they have come together to speak)" (Berns, 1984, p. 5).

V. TECHNIQUES ( LARSEN- FREEMAN, 2002 )

 Showing pictures: “Pictures are the most useful visual aids available to the

teacher. They can result a good way to engage to the learners with new situations
or vocabulary and practice many aspects of the language”. (Appendix 1)

Teacher can take advantage of pictures because they are the most useful
visual aids available.

 Asking questions. This technique helps the teacher to control the class. It also
helps to keep the attention of the whole class. Asking questions give good
students a chance to show their knowledge, and give weak or shy students a
chance to answer.

 Giving and following instructions: This is a simple but valuable

communicative activity. This is the use of the language at work.

 Checking: Teacher is circulating or guiding the correction of student’s work,

providing feedback as an activity rather than within another activity.

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VI. TEACHING AIDS (Harmer, 2005)

 TEACHER’S VOICE

The teacher’s voice is an important teaching aid. One of the first requirements
of good teaching is good voice projection. The teacher needs to be heard by
all the students.

During the whole class the teacher uses her voice to give
instructions, asks questions, helps the students, etc.

 BODY LANGUAGE:

The use of hands, arms, face and any part of the body can effectively in several
ways to help the student’s communicative.
The teacher uses his /her hands, arms, face and any part of the body
in several ways to help the student's communication.

 WORKSHEETS
Worksheets allow teachers to measure the students’ learning. A worksheet
teacher can contain different kind of exercises according to the content of the
lesson.
The teacher presents worksheets according to the topic that allows
the students to develop their skills.

 THE BOARD

Many boards are still chalk based, but white boards (which use marker, pens)
are also common.

29
 Boards can be used many things: Writing, drawing, sticking things on,
projecting overhead transparencies, etc. (if they are white boards).

The teacher uses the board to stick all the wall charts used during the
whole class. Also, she uses it to explain grammar, the date. Etc.

VII. EVALUATION

 FORMATIVE EVALUATION

Formative Evaluation is done during a process so that the process can be

changed to make it more effective. In teaching, this might be feedback that a
teacher gets to check how successful the programme is. The feedback from
the students can also affect the teaching procedure while there is still a chance
to change it for the better – to help this year’s students rather than next year’s.
(BAXTER , 1997)

30
 Discussion

 According with Piaget and his cognitivist theory, the information affirms that people are
active processors of information. Instead of being passive respondents to
environmental conditions, human beings are actively involved and interpreting and
learning from the events around them. Students understood the topic in class linking
new knowledge with things that are around them, for example, classroom objects.
Clearly, here we can see the process of assimilation and accommodation.

 Brown Douglas has several principles that explain in a clear way how to be teachers
with or without classroom experience. The motivation and activity principle explain
about strategies in which students feel attracted and interested with a familiar topic, in
this case, the classroom. At the beginning of the class it is important to motivate
students by showing pictures and asking questions techniques so those catch their
natural need to discover and participate during the class.

 Students are comfortable using the principles of the communicative approach such as
interaction and communication during the class, they ask and participate actively.
Errors were tolerated and it is a way to develop their communication skills.

 Showing pictures as a first technique in a class is not necessary at all; students become
dependent looking just pictures. Freeman Larsen explained about each techniques but
not the order. That’s why, I did students realize what they see around them, the way
they can describe what students have inside the classroom. Then, to learn more
vocabulary it was suitable to show pictures.

 The principal teaching aid was used is body language in the class, it really helped
students focus and discover the new topic we were studying. Worksheets allowed me
to measure the student’s learning.

 Finally, Evaluation is the most important part in this lesson, students evaluated
themselves, they were assessing what they know, do not know, and what they would
like to know. Students began to recognize their strengths and weaknesses along the
class.

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 Conclusions

 Cognitive theory sees students as active leaners instead of passive ones and through
this way students will try put in practice the new knowledge in context. The cognitive
theory not only helps the teacher to use the students’ previous knowledge in order to
make them assimilate the new knowledge, but also make students interact each other
using the target language.

 Teacher serves more as a facilitator, allowing students to be in charge of their own

learning. He or she still sets up exercises and gives direction to the class, but the
students do to much more speaking than in a traditional classroom.

 The communicative approach will help to put emphasis on developing students’

communicative skills.

 Asking questions give good students a chance to show their knowledge, and give weak
or shy students a chance to answer

 The different activities and teaching aids presented by the trainee could catch all the
students’ attention.

 The formative evaluation allows the trainee to measure students’ success in

accomplish the lesson’s objectives.

32
 BIBLIOGRAPHY

 ATHERTON, J S. (2013). “Learning and Teaching” Piaget's

developmental theory, Cambridge University Pres.

 BAXTER, A. (1997) “Evaluating your students”. Richmond Publishing,

London.

 BERNS, M. S. (1984). Functional approaches to language and language

teaching: Another look. In S. Savignon & M. S. Berns (Eds.), "Initiatives in
communicative language teaching. A book of readings" (pp. 5). Reading, MA:
Addison-Wesley.

 BROWN, D. (2000). “Teaching by Principles, an interactive Approach to

Language Pedagogy”. 2nd Ed. Pearson Education. Iowa, USA.

 CAMBRIDGE ADVANCED LEARNERS DICTIONARY, (2003). 1st. Ed.

Cambridge University Press. New York.

 HARMER, J. (2005) How to teach English, Longman. England.

 LARSEN- FREEMAN, D. (2002). “Techniques and Principles”. 2nd. Ed.

Oxford University Press. New York.

 REDSTON, Chris (2005) “face2face” pre-intermediate 1st. Ed. Cambridge

University Press.

 RICHARDS, J. (1991). “Approaches and Methods in Language Teaching”,

Cambridge University Press, New York.

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 SITOGRAPHY

 Baxter, Alexis, "Formative Evaluation of the YMCA Active 6 Program

in Missoula Montana" (2011). Theses, Dissertations, Professional Papers.
Paper 465. Retrieved from:
http://scholarworks.umt.edu/etd/465

 Brown, Douglas, Teaching by Principles: An Interactive Approach to

Learning Pedagogy, 3rd Edition. Retrieved from:
http://seattlecentral.edu/faculty/jgeorg/TESLSCCC/12PrincHTM.htm

 Camus Laurent - Learn more / Help / protected by an international

copyright | English lessons and tests are 100% free 30/11/16
Retrieved from: http://www.tolearnenglish.com/feedbackg.ph

 McLeod, S. A. (2015). Jean Piaget. 30/11/2016 Retrieved from:

www.simplypsychology.org/piaget.html

 Woodward Rob: Learn English faster (2014), Chile, 30/11/2016

Retrieved from : http://www.grammar.cl/contact.ht

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