LEARNING SESSION DESIGN

I. GENERAL INFORMATION
1.1 Educational Institution Details:
1.1.1 Educational Institution:
1.1.2 Subject:
1.1.3 Grade and Class:
1.1.4 School Teacher:
1.2 Learning Session:
1.2.1 Lesson Topic:
1.2.2 Didactic Support:
1.2.3 Date and Time:
1.2.4 Class Duration:
1.3 With Reference to the Teaching Practice
1.3.1 Trainee:
1.3.2 Trainer: Dr. Carlos Enrique Calderón Calderón
ccalderon@unitru.edu.pe

II. CAPACITIES:
AREA COMPETENCIES CAPACITIES

Oral communication 1.
SPEAKING AND LISTENING
Written comprehension
1.
READING
Written expression
1.
WRITING
III. LEARNING STRATEGIES:
CONTENTS
CAPACITIES
COMMUNICATIVE LINGUISTIC TECHNIQUES

FUNCTION GRAMMAR
According to Breakthrough 1. Didactic
NOTION VOCABULARY techniques
2. Digital
According to Breakthrough
techniques
TOPIC 3. Class
PRONUNCIATION organization
techniques
SITUATION

IV. LEARNING DEVELOPMENT

 LEARNING ACTIVITIES
MOMENTS MOTIVATION FOR THE ASSESSMENT FOR THE RESOURCES TIME
(Only ideas, not a template) TEACHER (Only ideas, not a template) STUDENTS
Shows a good sense of humour. Greets sts by Checks if the Ss at the back
INTRODUCTION

Smiles saying “Good can see the flashcards clearly.

Uses gestures and body language morning, Checks if her/his voice is loud
1.Greeting 2’
to express her/his ideas. students.” enough.
Writes the date
on the board
Makes sure students know what Motivation with Takes notes if the Ss are
they are expected to learn. music, pictures, interested in the activity and
2. Introducing Gives Ss a sense of control. video, etc. motivated to answer the
the new Maintains eye contact during questions. 10’
knowledge teacher – student interaction Checks if the students
understand the instructions of
the activity.
Gives Ss a sense of control. Enrich students’ previous
Praises the Ss with knowledge by doing an
3. Describing the
DEVELOPMENT

encouraging words. activity and encourage them 11’

new knowledge
to answer the questions.

Provides opportunity for students Checks if the students

4. Controlled to speak or participate. understand the instructions
Practice/ Encourages interaction among clearly. 10’
Free practice students. Provides relevant feedback on
Offer rewards. the student’s performance.

Give students responsibility. Checks if the Ss understand

5. Classroom Allow students to work together. the instructions.
10’
Transfer Encourage self-reflection. Provides relevant feedback on
the students
Encourages Ss to share their Gives homework Takes notes of the Ss’
FAREWELL

comments. opinions in order to adjust her

6. Extension,
Smiles and shows a good sense of Metacognition teaching. 2’
consolidation
humour. Checks if the Ss are satisfied
with the class.

V. CHART VALUES
VALUES ATTITUDES

VI. EVALUATION
Expected learning Achievement indicator Tools

1.
2.
3.
VII. CHECK LIST:
LESSON TOPIC: ____________________________________________ DATE: _________________

SCHOOL: _________________________________________________ GRADE: _______________

Indicators

Indicator 1 Indicator 2 Indicator N

Students

YES NO YES NO YES NO

VIII. References:
1. For Teachers: (Examples)
 Advanced Learner’s Dictionary 8th edition, Oxford University Press. UK (2010).
 Wright Andrew, Betteridge David, Buck Michael (2006). Games for language learning.
Third Edition. Cambridge University Press. UK.
 LARSEN – FREEMAN, Diane(2000). Techniques and Principles in Language Teaching.
Oxford University Press, United States of America
 Diseño Curricular Nacional (2016). Ministerio de Educación
 English Students book – 1st Grade. Manual del Docente y Libro del estudiante.
Ministerio de Educación
 Etc.
2. For Students:
1. All the materials will be provided by the teacher.

3. WEBSITES
http://www.takethepen.net/vocabulary/
http://www.englishwsheets.com/city.html
Etc.

APPENDIX
Flash cards, wallcharts, worksheets, etc.
 RATIONALE
I. THEMATIC ASPECT
1.1 Communicative content (Related to the class topic)
1.1.1 Communicative Function (according to “Breakthrough”)
1.1.2 Notion (according to “Breakthrough” or “Waystage”)
1.2 Linguistic content
1.2.1 Grammar topic (develop here intensively.)
1.2.2 Vocabulary (wide range of the topic)
II. PSYCHOLOGICAL SUPPORT
II.1. COGNITIVISME OR CONSTRUCTIVIST THEORY (J. Bruner, Piaget, Vygotsky, and/or others)
II.2. MEANINGFUL LEARNING / COGNITIVE CONFLICT / etc.
II.3. Neurolinguistics, etc.

III. PEDAGOGICAL SUPPORT

2.1 Pedagogical Principles
IV. DIDACTIC SUPPORT
3.1 The Approach (Communicative or other)
3.2 Method (Communicative or other)
3.3 Didactic Techniques / Class organization techniques / Digital techniques
3.4 Teaching Aids (Material)
V. EVALUATION
Formative assessment / Summative assessment / metacognition / tools / indicators
VI. DISCUSSION
(How the theory – thematic aspect, psychological support, etc. – determine the class.
Explain every class moment and support it with the theory.)
VII. CONCLUSIONS
Synthesis of the discussion: you summarize your discussion in no more than 4 small
paragraphs.
VIII. REFERENCES (Examples)
 BROWN, D (2001) Teaching by principles. Longman
 CAMBRIDGE KLET COMPACT DICTIONARY (2004), Cambridge University Press
 HARMER, Jeremy (2005). How to teach English, Longman.
 LARSEN FREEMAN, Diane (1989). Techniques and Principles in Language. Oxford
University Press, Oxford, Great Britain.
 NUTALL, Christine (1982). Teaching Reading Skills in a Foreign Language. England.
 UR, Penny (1999). A Course in Language Teaching. Cambridge University Press, UK
 UR, Penny (2004). Language Activities for Teenagers. Cambridge University Press,
UK
 Etc.
Links
 http://www.macmillanenglish.com/uploadedFiles/Inspiration/insp2_ws12.pdf
 http://www.carmenlu.com/first/grammar/infinitive1a.htm
 http://en.wikipedia.org/wiki/
Constructivism_(learning_theory)#Instructors_as_facilitators
 http://www.instructionaldesign.org/theories/constructivist.html
 Etc.