INDEX PRESENTATION «conc rostenenersesen ee eee 03 LEARNING SESSION DESIGN 1. General Information ....0. 05, I, Capacities I Learning Strategies .. IV. Learning Development .. V. Evaluation Test VI. Chart of values VII. Evaluation Vill. Bibliography APPENDIX Appendix 1... Appendix 2, APPENAIX 3 vanseenene 16 Appendix 4.... Appendix 5. ADPENGK 6 wancsninicianiasioanenamnnonionneisn ‘THEORETICAL SUPPORT 1, Discussion of content Grammar. Il. Pedagogical support Il, Psychological support IV, Didactic support... Y. Techniques... VI. Teaching Aids ..... VII. Discussion... Vill. Conelusions.. IX, Bibliography...|. PRESENTATION This Learning Session Design refers to how students can improve their communicative abilities to express opinions concerning other people talking about their personality: are they introvert or extrovert people? Through the improvement of their language and communicative skills, they will be able to participate actively within speaker’s community. Regarding the “Communicative Method” usage | strongly state the wonderful and rewarding results it carries out by employing it in English classesLearning Session Design1. GENERAL INFORMATION 1. Educational Institution: 1.1 Educational Institution 1.2 Subject 13 Class 14 Group 1.5 School teacher 2. Lesson Plan 2.1 Leaming Unit 2.2 Lesson Topie 2.3 Date/Time 2.4 Class Time 3. References 3.1 Trainee 3.2 Jury President Secretary Member Third Member IL CAPACITIES 2.1 CAPACITIES OF AREA Comprehension 2.2. SPECIFIC CAPACITIES -Understand the use of ending “ing” after prepositions and some verbs. Production ~ Talk about their own personality.TI. LEARNING STRATEGIES. ‘SPECIFIC CONTENTS TECHNIQUES CAPACITIES COMMUNICATIVE ~ LINGUISTIC FUNCTION GRAMMAR Express his / her personality | Form type: extrovert or introvert. “sing” after prepositions and some verbs. © The use of VOCABULARY pictures. © Questions and answers, Description of personality. _| Features related to Oral personality types. © Class Comprehension participation TOPIC “Talk about our personality” |e afraid of PRONUNCIATION © think about / é © love! 1 © hate/ / SITUATION to identify the two personality types. ‘Students look at the pictures _ © Individusl and group work. © Phrases tags, © Build sentences. + Teacher's voice. © Language activities or games © Worksheets.FeO C COP POPE P SEK EHEEE HEH SEdd EEE EEEdAADAADAD IV. LEARNING DEVELOPMENT. MOMENTS LEARNING ACTIVITIES Resources | TIME For the Teacher | For the Studenis 1. Greeting | > Greets the| > Greet the| > Teacher's a students teacher Voice Asks students] > Listen tothe | > Students’ voice for the date and| teacher and say the date, > Sticky tack sticks a placard it on the > Placard. top of the board INTRODUCTION [3 tntreducing |> Slicks @ small|> Look at the| > Teacher's > the new poster showing) poster. voice knowledge. the two types of . Tee |e Baxtiaipaie ty |e Siadantet voice. personality answering the| (A dix 1 nee > Placards: endix 1) | teacher's 2 INTROVERT - questions > Asks some EXTROVERT. questions about | | the showed | picture, ones | related to match | INTROVERT - EXTROVERT type. 3. Describing |= Shows some|> Look atthe» Teacher's 10° thenew) cards cards hanging} voice. knowledge. - containing on the board > Students’ voice description, 7 e » p > > - » e e » » » r b > > e . > 0 » > » . . , » . > > > > . . > > > > > : DEVELOPMENT about introvert and extrovert person, (Appendix 2) » Asks students to sort out the ecards and stick them next to the correct personality type. (Appendix 3) > Asks pay attention to the words in colors and classify them into the comect chart, (Appendix 4) Makes sure that they understand when to use “- > Pay attention to the teacher by listening 10 him and follow his instructions. > Listen to and do the task, > Pay attention and assimilate the way to connect verb + » Board. |» Board cards |> Sticky tack > Poster. > Class participation > Grammar chart ing” and how the verb +| preposition preposition works > Gives students|> Receive the|> Teacher's 15° 4. Practice some worksheets. voice. worksheets to ® Listen to the|> Class solve teacher's‘S@eeeegeeeseeeeeseeeeeeeeeeeeeseeeeeeeeeeeeseeeeeeeee 5. Classroom ‘Transfer. (Appendix 5) Explains instructions. Monitors and checks the answers together. Picks the sheets up Gives a sheet containing survey and explains the activity, Ss will ask 2 friends about what type of personality they have and support their ideas. Monitors the task. (Appendix 6) Asks some volunteers to report the survey results (Appendix 6) instructions. participation Complete some| > Worksheets. exercises individually and silently and pay aitention to the answers. Give the sheets back to the teacher. 10° Gets the paper > Teacher's and follow) \oice teacher's aes > Students’ voice > Survey (sheet) Make the |” “lass survey and Pertcipation complete it using classmate’s information, Participate by reporting the ideas gathered inthe survey6. Extension | Reinforce the| > Listen and reply | > Teacher’s new learning] teacher's voice reviewing the| _ instructions. iat - > Students’ voice. chart done in} | es > Say good bye class. yeas “| > Chart used to the teacher 4 before. > Thanks the class for paying attention and says good- bye. ve EVALUATION TEST Comprehension Production Attitude Score Indicators |“Understand the | Talkabout their | Show willingness to ‘types of personality | personality type and participate. and their features. express ideas using the grammar Students e appropriately. A/ B c DIA B c D A Bic D 01 | 02 | | 03 ] | | 04 | 05 | 06 |7 10 ii B LEGEND a B € D 20-18 | 17-15 13-4 10-05 VI. CHART VALUES COOPERATION [Participate in class and help their partners to understand better RESPONSABILITY | Follow teacher's instructions and do assignments RESPECT Show respect for their partner’s ideas and opinions.Vu. EVALUATION EXPECTED INDICATOR OF | LEARNING EXAM | INSTRUMENT LEARNING — | ACCOMPLISHMENT Understand and | Actively participation > Sheets. identify the of students during the correct use of — | whole Learning Session |” Solve Worksheets. | 5 Markers, ending “-ing” | Procedure according to 5 after the communicative 7 SMNEY: > Blackboard, | prepositions and | purpose. ce ae Becta Class participation. | peng “when expressing ‘their features |related to personality types. » Board cards. > Attitudes guide VIII. Bibliography For the teacher > HIDALGO MATOS, Menigno, Como desarrollar una clase, INADEP, Lima- Peru, 2002 > HARMER, Jeremy, How to teach English. * PEARSON LONGMAN, Top Notch Second Edition (2011), For the studer All the material will be given and provided by the teacher in charge of the class.APPENDIX| INTROVERT EXTROVERT. . . . . , J J , , , , , } : ) : ; : APPENDIX 2 Look at the cards, the statements nd stick them neat to the correct picture (INTROVERT PERSON — EXTROVERT PERSON) Im tired of doing the same routine every day. Im happy about sharing my experiences. I'm excited about speaking or acting first before thinking ''m afraid of speaking or acting without thinking. | object to making small talks. | don't like talking about myself. | usually worry about making mistakes. Im sad about being alone. leasily complain about working alone. I'm not afraid of meeting new friends. | believe in having just few true friends. I'm bored with staying home on the weekends. I think about doing something new every day. | love spending time with people I'm | comfortable with. I like staying at home. | hate experiencing sudden changes.APPENDIX 3 INSTRUCTION: Check the correct way to classify the statements. I'm afraid of speaking or acting ‘without thinking, I dont like talking about myself | Lobjeot fo making small talks. usually worry about making mistakes. | believe in having just few true friends | ove Spending time with people Lim comfortabie with hate experiencing sudden changes, Like staying at home Im excited about speaking or acting first before thinking {im happy about sharing my experiences. ‘im not afraid of meeting new friends. |Im tired of doing the same routine every day. {'m sad about being alone. 'm bored with staying home on the weekends, | easily complain about working alone | think about doing something new | every day.APPENDIX 4 INSTRUCTION: Follow teacher’s instructions and complete the following chart using the information in the eards. Verb + V (-ing) Be + adjective + preposition + V(-ing) Verb + preposition + V Ging) love spending hate experiencing like staying Verb+V(-ing) | Be+ adjective + preposition+ | Verb + preposition + V(-ing) V(-ing) (not) like talking be afraid of speaking / acting worry about making (not) be afraid of meeting be tired of doing be excited about speaking / acting be happy about sharing be sad about being be bored with staying complain about doing think about doing believe in having object to makingAPPENDIX 5, NAME: GRADE AND ROOM: Ss" “ « INSTRUCTIONS: Read and complete the blanks using the correct preposition and form of the verb given. ‘A Grammar Practice Complete the descriptions with prepositions and gerunds, Ted (Boyou vant) oon ta uc a Ted san extrovert Uke A’ his 0b, he works with other people and he He hasa few fears, though. mest exttoverts, he's direct. never complains Yong Most ofall he's afraid And he’s honest; he believes ours. He works hara ang doesn't worry : . the wtp epanesaaeees work on weekends or at truth to évétyone. holidays"? v Ted's wife, Nicole, on the Right nowy she's bored ... However, unlike Ted, she's not at we ‘other hand, isan introvert. a student, and she's sick and tite aad on yg on Ses But she doesn’t object Spies $2 Many long reports and — KCCI este ON z about herself ‘iggen tama every few weeks! vacation. from time to time. ' She's EAB eng eee SPN 0 much time in front of 2 computer.APPENDIX 6 SURVEY NAME: GRADE AND ROOM: 5% « « INSTRUCTION “A”: Answer the questions with your own information, a I ie eI ie Hele iy r 1 5 1. Are you introvert or extrovert? I 2. Describe yourself, I I 1 I 1 1 I I 1 I 1 ee | q I I 1 ! INSTRUCTION * Complete the chart using your pariners’ information, " 1. Are you introvert or extrovert? 2, Describe yourself. t IF I t 1 I 1 I I e NAMI 1. Are you introvert or extrovert? ee ee ee ee a l 1 1 2. Describe yourself. I 1 1 t 1 I I I I I 1 I I ee 1 I 1 1 1THEORETICAL SUPPORTDISCUSSION OF CONTENT Personality: Introvert or Extrovert type? There are a few theories about the differences between introverts and extroverts, and some recent research has even shown that our genetic makeup has a lot to do with which tendencies are strongest in each of us. And unlike my theory about how outgoing or shy we are, introversion and extroversion actually relate to where we get our energy from. Or in other words, how we recharge our brains. Introverts (or those of us with introverted tendencies) tend to recharge by spending time alone. They lose energy from being around people for long periods of time, particularly large crowds. Extroverts, on the other hand, gain energy from other people. Extroverts actually find their energy is sapped when they spend too much time alone, They recharge by being social Other definition about these terms refers 10: Introverts: Contrary to what most people think, an introvert is not simply a person who is shy. In fact, being shy has little to do with being an introvert! Shyness has an element of apprehension, nervousness and anxiety, and while an introvert may also be shy, introversion itself is not shyness. Basically, an introvert is a person who is energized by being alone and whose energy is drained by being around other people. Introverts are more concemed with the inner world of the mind. They enjoy thinking, exploring their thoughts and feelings. They often avoid social situations because being around people drains their energy. This is true even if they have good social skills. After being with people for any length of time, such as at a party, they need time alone to “recharge.” When introverts want to be alone, itis not, by itself, a sign of depression, It means that they either need to regain their energy from being around people or that they simply want the time to be with their own thoughts. Being with people, even people they like and are comfortable with, can prevent them from their desire to be quietly introspectiveBeing introspective, though, does not mean that an introvert never has conversations. However, those conversations are generally about ideas and concepts, not about what they consider the trivial matters of social small talk Extroverts: Most people believe that an extrovert is a person who is friendly end outgoing. While that may be true, that is not the true meaning of extroversion. Basically, an extrovert is a person who is energized by being around other people This is the opposite of an introvert who is energized by being alone Extroverts tend to "fede" when alone and can easily become bored without other people around. When given the chance, an extrovert will talk with someone else rather than sit alone and think. In fact, extroverts tend to think as they speak, unlike introverts who are far more likely to think before they speak. Extroverts often think best when they are talking. Concepts just dor’t seem real to them unless they can talk about them; reflecting on them isn't enough, Extroverts enjoy social situations and even seck them out since they enjoy being around people, Their ability to meke small talk makes them appear to be more socially adept than introverts (although introverts may have little difficulty talking to people they don't know if they can talk about concepts or issues). Extrovert behavior seems to be the standard in American society, which means that other behavior is judged against the ways an extrovert would behave However, extroverted behavior is simply a manifestation of the way an extrovert the world. Extroverts are interested in and concerned with the interacts external world. ERUNDS AFTER PREPOSITIONS This is a good rule. It has no exceptions! If we want to use a verb after a preposition, it must be a gerund, It is impossible to use an infinitive after a preposition. So for example, we say. Iwill call you afier arriving at the office. Please have a drink fefore leaving. Tam looking forward io meeting you Do you object o working late” Tara always dreams about going on holiday.The gerund (-ing form) must be used when a verb comes after a prepesition:- against | at | after | by| on | instead of | talk about | tired of | without For example: ‘+ Lam against smoking in public places, ‘+ She is good ot speaking English, ‘+ |went home after leaving the party. + You can improve your English by using the Intemet, © We need to keep on going + You should tell the truth instead oflying all the time. © We can talk about going home, + I'mtired ofhearing excuses, + You can't learn English without making mistakes. ;ERUNI AFTI TAIN VI We sometimes use one verb after another verb, Often the second verb is in the infinitive form, for example: J want to eat. But sometimes the second verb must be in gerund form, for example 1 dislike eating. This depends on the first verb. Here isa list of verbs thet are usually followed by a verb in gerund form admit, appreciate, avoid, carry on, consider, defer, delay, deny, detest, dislike, endure, enjoy, escape, excuse, face, feel like, finish, forgive, give up, can't help, imagine, involve, leave off, mention, mind, miss, postpone, practise, put off, report, resent, risk, can't stand, suggest, understand Look at these examples She is considering having a holiday. Do you feel like going out? 1 cant help falling in love with you. I can't stand not si ig YOu.Il, PEDAGOGICAL suPPORT 2.4,Principles of education (Castillejos Brull, Jose, 1984), Individuatity: + Everyone has ¢ way of view, doing and feeling, ‘+ Individual means typical of one particular person in a way that is different from others, 4 This principle Indicates that the center of educative action is the subject unrepeatable and unique. 2.1.2 Socialization, © Be educate “by” the Communicative “in” the community and usually “to” the community, where the subject finds out the necessary help live education pretends to socialize the students that he is integrated into the community where he was born, through learning and assimilation of uses values and knowledge. ‘+ Purpose to socialize education: Y- Systems based in the school orgenization. Y- Didactic content as a social agent. Y- Total social systems, the system of projects, work teams. Y- Social methods: lynamic of group. fe) 0 1.3. Creativity: / —— > fiderstand how creativity “te do something new and valuable” * To preserve the originality and creativity from each perform person in order to realizing singularly, have the capacity to live creativity his own project.Ill, PSYCHOLOGICAL SUPPORT L1 Psychological Principles (Clifford, 1981) * Rewards are more effective than punishment to improve learning «© Many short periods of instruction are more effective to acquire psychomotor skills, a great number of short lessons is more effective than an only one period. * To inform students at once of the work improves learning. + Re-learing consolidates memory and improves learning. 1.2 BRUNNER (P. de Cecco, 1987) Principles of the theory of instructions * Motivation © Structuring Sequencing * Reinforcing Also * The experiences that let go in the studens, the way more affective, a predisposition for learning. © The ways, in which the body of knowledge is built, so the student can nderstand faster, + The order to introduce the material. * The nature and rhythm of therecompenses and penalties in the teaching learning process. IV, DIDACTIC SUPPORT 4.1. COMMUNICATIVE APPROAC Communicative language teaching makes use of realife situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audio-lingual method of language teaching, which relies on repetition and drills, 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.4.1.1 Basic Principles for Teachers * 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. a job interview (using the Present Perfect tense.) * Lessons are built round situations/functions practical and authentic in the real world e.g. asking for information, complaining, apologizing, job interviews, telephoning. * 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, giving directions, making telephone calls + Emphasis on engeging 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. + Communicative competence is the desired goal, being able to survive, converse and be understood in the language, * Emphasis is put on correct pronunciation and choral (group) and individual driing isused + Authentic listening end reading texts are used more often, rather than artifi texts simply produced to feature the target language * Use of songs and games are encouraged and provide a netural environment to Promote language and enhance correct pronunciation * Feedback and correction is usually given by the teacher after tasks have been completed, rather than at the point of error, thus interrupting the flow. 4.1.2 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vi. © Leamers practice the target language a number of times, slowly building on accuracy © Language is created by the individual, often through trial and error = Leamers interact with each other in pairs or groups, to encourage a flow of language and maximize the percentage of talking tlme, rather than just teacher to student and vice versa * 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. ‘TECHNIQUES 5.1, Showing picture and cards: pictures and cards are the most useful visual aids available to the teacher. They can result a good way to engage the leamers with ew situations or vocabulary and practice many aspects of the language. ‘Asking questions: the teacher has to be graded, going from very easy to more difficult answers. The asking questions helps to the teacher control the class to keep the attention of the whole class, to give the students a chance to show their knowledge. Giving and following instructions: this simple but valuable communicative ity is used in moment of working with the language. Match features: is an innovative activity for teams and groups of any size or for individuals to learn or review highly specialized definitions and terms in a fun and meaningful way. TEACHING AIDS 6.1. Body Languagi the use of hands, arms. Face end any part of the body can effectively in several ways to help the students communicative. 6.2, Pictures/Cards: even in an increasingly technological age, there is still good value to bbe had from pictures can come from avariety of sources. 63. The Board: It can be used for writing drawing, sticking thing on, ete6.4, Worksheets: with this worksheets teacher can measure the learning of everything considered important enough to teach. VI. Discussion » The Communicative Approach helped me in the sense that the students can develop communicative abilities in the classroom through the target language learning. The students will try to use the target language es vehicle through which they cold accomplish some functions such us arguing and persuading when | asked them and not only just object of study. {Took at students managed to acquire communicative competence when they acquired both knowlede and ability for language use when they expressed their ideas and opinions also | carried out three principles of the education Individualy when students work individually for instance solve exercises, the second principle socializaton when students work in pairs, they cheked their answers and shared solutions and the last one creativity help to the students use their skills and amagination to produces new works when they solve exercises and created new sentences. % Also it was very important to apply some principles of psychology, which helped me to understand students and try them can learn the target language easily.Ss VIII. CONCLUSIONS The greatest contribution of the communicative method is asking teacher to lock * closely at what is invoived in communication. If teacher intends students to use the target language, then they must truly understand all that being communicatively competent entails. This method says that when it is necessary the teacher can use the native language in a limited way in order to allow the students their understanding of the text, The Communicative Method made possible a communicative competence among the students When students work in groups they can share their ideas and interact with their classmates. Eg. when the students do the task they use the target language to communicate their experiences in others cities. The different activities and teaching aids presented by the trainee could catch all the students’ attention. ‘These materials are new for them, so these allow catching their attention during the whole class. A non-threatening environment was very important to keep students self-motivated. ‘The formative evaluation is used during the whole class because the trainee observes who participates and put a mark at the end of the class. A reading Is very important in order to teach the culture of foreign countries How the students do not have a real contact with the foreign culture, Texts are very useful for this purposeIX, BIBLIOGRAPHY > CASTILLEJOS BRULL, Jose Luis. “Nuevas Perspectivas De Las Ciencias De La Educacion”, Edit, Amaya Madrid, 1984 > CLIFFORD, Margaret. “Enciclopedia Practica De La Pedagogia” > HARMER, Jeremy. “how to teach English” > LARSEN, Diane and FREEMAN. “techniques and principles in language teaching” > BRUNNER (P. de Cecco, 1987) WEB SITES 4 http /Avww.fasteompany.com/301603 |/leadership-now/are-you-an- introvert-or-an-extrovert-and-what-it-means-for-your-career % http://giftedkids about.com/od/glossary/s/introvert.htm + hutp://giftedkids about.com/od/glossary/g/extrovert.htm https:/iwww.englishelub.com/grammat/verbs-gerunds_2.htm 4 https://www.englishelub.com/grammar/verbs-gerunds_3.htm http://www leamenglish.de/grammar/prepositiongerund htm!