Varas Abanto Leticia

TSP UNITRU Biblioteca de Educación y Ciencias de la Comunicación – UNT
UNIVERSIDAD NACIONAL DE TRUJILLO

FACULTAD DE EDUCACIÓN Y CIENCIAS DE LA COMUNICACIÓN
ESCUELA DE EDUCACIÓN SECUNDARIA
I like playing football
Trabajo de Suficiencia Profesional
Para optar el Título Profesional de Licenciada en Educación Secundaria

Mención en Idiomas: Inglés - Alemán
AUTORA:
Varas Abanto, Leticia
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/
DEDICATORIA
Dedico este trabajo de manera especial a mi tío Segundo Ulises León Varas que ahora se
encuentra en un lugar muy lejano gozando de la presencia del Señor; porque siempre me
brindó su amor, orientación y apoyo incondicional, por ser mi mentor quien influyó en
diferentes aspectos de mi vida, por enseñarme a valorar y agradecer cada día que Dios nos
regala como también a perseguir mis sueños con fidelidad y perseverancia.
ii
iii
AGRADECIMIENTO
Agradezco infinitamente a nuestro Padre Celestial dador de la vida, por brindarme su amor,
su misericordia y acompañarme todos los días de mi vida.
A mis padres y demás familiares por todos sus consejos y apoyo constante, los cuales me
permiten desarrollarme como persona en todos los aspectos de mi vida.
A todos mis profesores de la Universidad Nacional de Trujillo, por sus orientaciones y
enseñanzas impartidas dentro y fuera del aula, las cuales ayudaron a contribuir en mi
formación profesional.
LA AUTORA
iv
ÍNDICE
Dedicatoria ....................................................................................................................... ii
Jurado Dictaminador ........................................................................................................ iii
Agradecimiento ................................................................................................................ iv
Presentación ...................................................................................................................... vi
Resumen ..........................................................................................................................vii
Abstract ......................................................................................................................... viii
Introducción ....................................................................................................................... 9
Diseño de la Sesión de Aprendizaje.................................................................................. 10
Instrumento de Evaluación ............................................................................................... 15
Sustento Teórico .............................................................................................................. 18
Sustento Pedagógico ........................................................................................................ 25
Conclusiones .................................................................................................................... 29
Referencias Bibliográficas ............................................................................................... 30
Anexos............................................................................................................................. 31
PRESENTACIÓN
SEÑORES MIEMBROS DEL JURADO:
De conformidad con las disposiciones establecidas en el Reglamento de Grados

y Títulos de la Facultad de Educación y Ciencias de la Comunicación, Escuela Académico
Profesional de Educación Secundaria de la Universidad Nacional de Trujillo, someto a
vuestra consideración el Trabajo de Suficiencia Profesional de “I like playing football”
cuyo contenido constituye el informe de trabajo realizado, con la finalidad de optar el Título
de Licenciada en Educación Secundaria.
El desarrollo del presente trabajo ha sido elaborado poniendo en práctica los

conocimientos adquiridos durante mi formación académica y sobre la base de los
lineamientos dispuestos en el reglamento para el informe de Trabajo de Suficiencia
Profesional.
Es propicio reiterar mi más profundo agradecimiento a los señores profesores de

la Escuela Profesional de Educación Secundaria quienes contribuyeron con sus
conocimientos, consejos y orientaciones a encaminar mi formación profesional y así
contribuir con la educación de mi país.
Trujillo, 30 de Junio del 2019.
vi
RESUMEN
El lenguaje es la principal fuente de comunicación y lo empleamos en diferentes situaciones
para expresar nuestras ideas, pensamientos e intereses. He aquí que todas las personas tienen
la necesidad de comunicarse entre sí de manera natural, por lo que debe hablar o entender
uno o dos idiomas.
El inglés se ha transformado progresivamente en el idioma más difundido mundialmente.
Hoy en día se ha vuelto indispensable aprenderlo, ya que es considerado como principal
elemento de comunicación a nivel global. Es muy común ver a las personas aprender inglés
con fines específicos, como en las Tics, negocios, política, ciencia, entretenimiento, internet
y diplomacia.
La presente sesión de aprendizaje titulada “I like playing football" ha sido diseñada para
los estudiantes del primer grado del colegio Rafael Narváez Cadenillas. Esta sesión tiene
como objetivo satisfacer la necesidad de los estudiantes que están aprendiendo inglés para
emplear el idioma en su vida cotidiana y expresar sus preferencias personales, utilizando las
actividades de tiempo libre o pasatiempo de manera fácil y sencilla.
Para lograr esto, el diseño de la sesión considera el método comunicativo, que brinda a los
estudiantes la oportunidad de desarrollar sus competencias comunicativas en un contexto
real. Además, propicia un ambiente de enseñanza – aprendizaje que les permite aplicar en
clase.
Para maximizar su aprendizaje en inglés, se han elegido las técnicas y los materiales
didácticos teniendo en cuenta el método seleccionado y otros factores como, el número de
estudiantes en el aula, su edad, sus necesidades y preferencias.
PALABRAS CLAVES: Idioma inglés, método comunicativo, competencias

comunicativas.
vii
ABSTRACT
Language is the main source of communication, and we use it in different situations to
express our ideas, thoughts and interests. Everyone has need to communicate with each other
naturally, so they must speak or understand one or two languages.
English has become the most widely used language worldwide.
Nowadays learning English has become escencial, since it is considered as the main
communication tool globally, it is very common to see people learn English for specific
purposes, such as Tics, business, politics, science, entertainment, internet and diplomacy.
The present learning session entitled "I like playing football" has been designed for the first
grade students of Rafael Narváez Cadenillas high school. It aims to satisfy students’ need
of learning English, to use the language in their daily life to express their personal
preferences, activities of free time or hobbies in an easy and simple way.
To achieve this session design considers the communicative method, which provides
students the opportunity to develop their communicative skills. In addition, it fosters a
teaching - learning environment, which helps them to apply what they have learned in a real
context.
To maximize their English learning, techniques and teaching materials have been chosen
taking into account the selected method and other factors such as number of students in the
classroom, their age, needs and preferences.
KEY WORDS: English language , communicative method, communicative

competences.
viii
INTRODUCCIÓN
Las sesiones de aprendizaje son secuencias pedagógicas de situaciones de aprendizaje que
se utilizan para potencializar el trabajo docente dentro de una clase o espacio donde permita
que el estudiante desarrolle sus capacidades y/ o habilidades de cierta área curricular.
La elaboración de la presente sesión se ha desarrollado en base a las diferentes capacidades
que implica aprender un idioma como el escuchar, hablar, leer y escribir, para ello se emplea
diferentes métodos y técnicas de aprendizaje tales como es el método comunicativo que pone
énfasis en el desarrollo de la habilidad comunicativa. Así, los estudiantes tienen la capacidad
de crear frases con significado en lugar de solo estructuras gramaticales perfectamente
correctas y vacías, el objetivo es que los estudiantes aprendan el inglés interactuando en
situaciones reales y significativas, brindándoles la oportunidad de involucrarse en cada
situación, la cual les ayuda a pensar durante el proceso de aprendizaje, además brinda
importancia a las experiencias personales que permiten al estudiante poner en práctica el uso
del idioma no solo dentro del aula sino que también fuera de ella.
Por todo ello, la presente sesión titulada “ I like playing football” tiene como situación
significativa los gustos y preferencias de actividades que los adolescentes hacen en su tiempo
libre, esto responde a sus necesidades de aprendizaje según su nivel. Durante esta sesión los
estudiantes aprenden el idioma interactuando con sus compañeros, a través de actividades
como, responder una encuesta, reportar, e intercambiar información. Así mismo se puede
evidenciar el aprendizaje con los siguientes indicadores: el estudiante desarrolla las
actividades siguiendo las instrucciones, hace uso del lenguaje adecuado según sea la
situación y participa activamente durante el desarrollo de la sesión expresando sus gustos y
preferencias de manera oral y escrita.
Al final de todo estaremos discutiendo los resultados después de haber aplicado la sesión
contrastando la teoría de la práctica como también estableceremos conclusiones.
LEARNING SESSION DESIGN

I. GENERAL INFORMATION:
1. Educational Institution
 Highschool : Rafael Narváez Cadenillas
 Subject : English
 Class : 1𝑠𝑡 “A”
 Highschool teacher:
2. Lesson plan
 Lesson topic :I like playing football
 Didactic support : Communicative Approach
 Date :Monday, 17𝑡ℎ June 2019
 Time :2:30 PM
 Class duration :45 minutes
3. Pre service teaching practice

 Trainee : Leticia Varas Abanto
 Jury : - Maruzzela Y. Beltrán Centurion M.A. (President)
- José Leonardo Del Rosario Alfaro M.A. (Secretary)
- Tatiana M. Calderón Rodríguez M.A. (Member)
II. LEARNING ACHIEVEMENT
GENERAL CAPACITY SPECIFIC CAPACITIES
Text production To talk about activities they like and

do not like doing.
10
III. LEARNING STRATEGIES

SPECIFIC
CAPACITIES CONTENTS TECHNIQUES
COMMUNICATIVE LINGUISTIC
FUNCTION GRAMMAR DIDACTIC
Present simple tense TECHNIQUES
Talking about likes and
 I love surfing the internet.
dislikes.
 I like playing football.
 Visual aids
 I don´t like dancing.
 Oral participation
 I hate listening to rock
 Free participation
music.
 Pair work
NOTION VOCABULARY
Verbs
To talk about Likes and Dislikes.
 love
activities they like  like
TOPIC  don´t like
and do not like  hate
doing.
“I like playing
Free activities
football”
 playing sports
 surfing the internet
SITUATION  cycling
Students watch pictures  playing with a pet
to come across with the  playing videogames
topic, then they ask and  going out with friends
answer questions about  doing homework
their preferences.  going to the cinema
 dancing
 listening to music
PRONUNCIATION
 love [lʌv]
 like [laɪk]
 don´t like [dəʊnt laɪk]
 hate [heɪt]
11
IV. LEARNING DEVELOPMENT
LEARNING ACTIVITIES
MOMENTS MOTIVATION FOR THE TEACHER FOR THE ASSESSMENT RESOURCES TIME
STUDENTS
I  Smiles and  Greets the students.  Greet the teacher.  Observes Ss’  Teacher’s
N shows a positive  Introduces herself.  Answer how they attitudes. voice
T attitude.  Asks for the date and write are.  Checks if the  Student’s
R 1. GREETINGS  Praises the Ss it on the board.  Say the date and date is correct. voice
O with appropriate observe it on the  Markers 3’
D words. board.
U  Moves around
C the classroom.
T  Shows  Shows Ss some objects and  Look at the objects  Checks Ss’  Teacher’s
I engagement and ask them to guess what they and guess what they previous voice
O enthusiasm. are. are. knowledge.  Markers
N 2. INTRODUCING  Shows Ss some pictures and  Look at the pictures  Checks Ss’  Visual aids.
THE KNEW emoticons. and emoticons. interest and  Teacher’s 07’
KNOWLEDGE  Tells the Ss to look at the  Answer the motivation voice
emoticons to recognize their teacher’s questions. during the  Student’s
meaning. (Appendix 01).  Listen to the teacher activity. voice
 Shows Ss some flashcards and do the task.

and aks them to say what is
12
happening in the pictures.  Listen to their

(Appendix 01). classmates’ answers.
 Asks students about the
topic.
 Intonates  Explains Ss the verbs’  Listen to the  Checks interest  Visual aids
showing meaning: love, like, do not teacher’s and motivation  Teacher’s
D excitement. like and hate means of a big explanation. during the voice
E  Elicits Ss to picture card. (Appendix 02)  Repeat the activity.  Student’s
V 3. DESCRIBING THE express  Shows Ss how to express expression  Checks the voice
E KNEW themselves. likes and dislikes giving presented. participation of 15’
L KNOWLEDGE examples.  Mark their likes in a the students.
O  Asks students repeat the survey.
P expressions presented.
M  Hands the Ss a survey out
E for expressing their likes.
N (Appendixes 03)
T  Maintains a  Gives Ss a worksheet to  Do the task.  Checks if they  teacher’s
positive attitude. write sentences about their  Look and listen to answer voice
4. CONTROLLED  Encourages the preferences. (Appendix 04) what the teacher is correctly.
 Student’s
PRACTICE students to  Gives and explains the explaining.  Checks if the Ss 10’
voice
participate. instructions.  Listen to the follow the
 Student’s
instructions. instructions.
movement
13
 Involves  Gives Ss some cards to say  Work in pairs.  Checks if the  Teacher’s
students in the their likes. (Appendix 05) students do the voice.
5. FREE PRACTICE activity.  Monitors the assigned task. task.  Student’s 10’
voice.
 Worksheet.
 Provides  Asks students what they  Raise their hand  Checks the  Student’s
6. CLASSROOM opportunities for have learned and when they and answer the students’ voice.
TRANSFER students to are going to use it. questions orally. comprehension.  teacher’s 05’
participate. voice
F  Praises the  Thanks students for their  Listen to the  Checks the  Teacher’s
A students with attention and participation. teacher. students’ voice.
R 
7. EXTENSION AND encouraging  Says “good bye”  Say “good bye” farewells. Student’s
E
CONSOLIDATION words. voice. 05’
W
E
L
L
14
V. VALUES CHART:
VALUES ATTITUDES
 Show perseverance in their work
RESPONSIBILITY  Show interest about the topic during the whole class.
COOPERATION  Work with their classmates.
 Show respect to their classmates’ ideas or opinions.

RESPECT  Follow the rules that the teacher gives.
 Show a positive attitude during the activities.
VI. EVALUATION:
EXPECTED LEARNING ACHIVEMENT INDICATOR TOOLS
 The student participates

 Students express what actively in class expressing  Board
they like to do in their their likes and dislikes.  Markers
free time in oral and  The student does the tasks  Playing cards
written form.  The student produces correct  Reading practice
language.  Worksheet
15
VII. EVALUATION GUIDE

TOPIC: …………………………………… DATE:…………………………..
SCHOOL:………………………………… GRADE:………………..………..
INDICATORS The student participates The student does the tasks The student produces correct
actively in class expressing language.
their likes and dislikes.
Students A B C D A B C D 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.
DESCRIPTIVE SCALE
A No mistakes 18 – 20
B A few mistakes 15 – 17
C Some mistakes 11 – 14
D A lot of mistake 05 - 10
16
VIII. SPECIFIC BIBLIOGRAPHY
8.1. For the teacher

 HARMER, Jeremy. (2009). “How to teach English” Pearson –Longman England
 Oxford University Press. (2010) Advanced learner’s dictionary.
 http://jec.perueduca.pe/?page_id=4020
 https://tophonetics.com/es/
8.2. For the student

Material provided by the teacher.
17
RATIONALE
18
I. INTRODUCTION
Theories are formulated to explain, predict, and understand phenomena and, in many cases,
to challenge and extend existing knowledge within the limits of critical bounding
assumptions. The theoretical framework is the structure that can hold or support a theory of a
research study. The theoretical framework introduces and describes the theory that explains
why the research problem under study exists. Therefore, in order to fulfil the objectives of the
present lesson plan whose main function is to give students the information on how to use the
present simple grammar, through their likes and dislikes with activities that they do in their
free time, with the topic “I like playing football”. It is vital to have a strong and meaningful
basis as a standpoint. That is, the present lesson plan is based on some theories of each
theoretical aspect, either psychological aspect or pedagogical.
19
II. DISCUSSION OF CONTENT

VOCABULARY1
Free time = the time when you are not working, when you can choose what you do.
Free time = leisure time
General Free Time Activities
 Go to the cinema - to see Hollywood blockbuster movies, Bollywood movies (from India),
art films, animated films. You can also say go to the movies.
Some film categories are: Comedy, Drama, Horror, Thriller, Action, Science Fiction (Sci-
Fi), Fantasy, Documentary, Musical.
 Watch TV: Different types of television programs are: The News, Soap Operas, Criminal
Investigation Dramas, Medical Dramas, Reality TV, Situation Comedies (Sit-Coms), Talk
Shows, Documentaries, Cartoons, Game Shows, Sports programs, Movies, Political
programs, Religious programs.
 Surf the internet : On the internet, you can research a topic you are interested in using a
search engine, visit your favourite websites, watch music videos, create your own video and
upload it for other people to see, maintain contact with your friends using a social networking
site, write your thoughts in a blog, learn what is happening in the world by reading news
websites, etc.
 Play video games: You can play games on your computer or on a game consoles, like
PlayStation, X-Box, Wii, PSP, Gameboy, etc. You can play on your own or with your friends
or family.
 Go out with friends: You can also do many things with your friends, like go out to a bar, go
dancing at a club, have dinner at a restaurant, play a sport, sit down and talk, go out for a
coffee, have a barbecue, or any other activity that you all enjoy. Or sometimes when you don't
do anything specific, you can say hang out with friends
 Listen to music: Turn up the volume and listen to your favourite type of music, such as pop,
rock, hip hop, rhythm & blues, blues, jazz, classical, soul, heavy metal.
 Read: Many people love to read both fiction and non-fiction books and magazines. If you like
fiction, you can read novels, short stories, crime fiction, romance, etc. If you like non-fiction,
1
https://www.vocabulary.cl/Lists/Free_Time_Activities.htm
20
you can read biographies, autobiographies, or books on history, science, philosophy, religion,
or any other topic you are interested in.
 Do homework or Study something: There are many things that you can study just because
you find it interesting! You can study a language; you can learn a skill, such as cooking or
making furniture
 Exercise and play a sport: To stay fit and healthy, you can do exercise alone, such as
swimming or working out at a gym, or you can play a team sport, such as football or
basketball.
GRAMMAR
Love and like are verbs are used to express preferences; things or activities that we like to do and
dislike and hate are used for things or activities that we do NOT like to do.
Two types of words regularly follow these verbs: nouns and verbs.
- I like football
- I love playing football.
- I do not like singing.
Using "HATE", "LIKE" and "LOVE"2
The verbs hate, love, like and prefer are usually followed by a gerund when the meaning is
general, and by the infinitive when they refer to a particular time or situation. You must always
use the infinitive with the expressions would love to, would hate to, etc. These verbs can also be
followed by a that-clause or by a noun.
EXAMPLES
- I hate to tell you, but Uncle Jim is coming this weekend.
- I hate looking after elderly relatives!
- I hate mushrooms.
- I hate that he lied to you.
- I love dancing.
- I love to dance at the jazz club.
- I would love to dance with you.
- I love ballet.
- I love that you remembered my birthday.
According to Cambridge dictionary, hate, like, love and prefer go with an -ing form or with a
to- infinitive:
2
https://www.ef.com/wwen/english-resources/english-grammar/using-hate-love/
21
- I love going to the cinema.

- I hate to see food being thrown away.
- I prefer listening to the news on radio than watching it on TV.
In American English, the forms with to-infinitive are much more common than the -ing form.
There is a very small difference in meaning between the two forms. The -ing form emphasises
the action or experience. The to-infinitive gives more emphasis to the results of the action or
event. We often use the -ing form to suggest enjoyment (or lack of it), and the to-infinitive form
to express habits or preferences.
I like making jam.

emphasis on the
He likes telling jokes.
experience/action
They don’t like sitting for too long.
We have a lot of fruit in the garden.

I like to make jam every year.
I prefer to sort out a problem as soon as
a habit or preference
I can.
If you prefer not to go camping there
are youth hostels nearby.
The -ing form is more common than the to-infinitive form after hate and love:
- I hate decorating. I’d rather pay a professional to do it.
Would + hate, like, love, prefer
When we use would or ’d with hate, like, love, prefer, we use the to-infinitive, not the -ingform:
- We would love to hear you sing.
- Not: We would love hearing you sing.
- They’d hate to cause a problem.
- Not: They’d hate causing a problem.
- I’d prefer not to give you my name.
- Not: I’d prefer not giving you my name
22
The verbs "like and dislike" can be followed by a noun3.

For example:
- I like music.
- She likes the beach.
Noun
like +
I soccer
you like the beach
we dislike Mexican food
they orange juice
he Music
likes chinese food
she
dislikes music
it
They also can be followed by another verb.

Example
I like dancing
I like reading
I playing soccer
you like going to the beach
we dislike eating Mexican food
they drinking orange juice
listening music
he likes
cooking chinese food
she dislikes
reading tales.
it
Pronuntiation
Love /lʌv/
Like /laɪk/
Dislike /dɪs’laɪk/
Hate /heɪt/
https://www.uv.mx/apps/tecaprendizaje/material/Cursoenlinea/isaim/Likes%20and%20dislikes/like%20and%20ing/like
__and_dislikes.htm
23
III. PSYCHOLOGICAL SUPPORT

 THE MOTIVATION PRINCIPLE
This aspect is crucial because nobody learns if any reason moves her/ him. The students will
feel attracted by the objects and pictures, which is about the topic in a funny way.
 The classstars by presenting students some pictures about the topic in a funny
way as a motivational technique and inviting them to pay attention (Appendix
N°01).
 THE ACTIVITY PRINCIPLE BROWN, Douglas H. (2000)4

“Learning by doing”, students will improve their knowledge of the language, if they use the
target language regularly. It refers when the students participate in an active way performing
an activity, improving their knowledge by regularly repeating the same type of action.
 Students ask and answer, using the vocabulary and the correct form of grammar
when they question. (Appendix N°04).
 PRINCIPLES FOR DESIGNING LISTENING TECHNIQUES:

a. Encourage the use of authentic language and material 5
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 artificial material, students will more readily dive into the activity.
b. Give students opportunities

Listening is the most common communicative activity in daily life: "we can expect to
listen twice as much as we speak, four times more than we read, and five times more than
we write." (MORLEY, 1991, p. 82)6
Listening is also important for obtaining comprehensible input that is necessary for
language development.
4
Brown, Douglas H. (2000) Principles of language learning and teaching. Recuperado de
http://portal.cuc.edu.ve/upc/PNFT/INGLES/Principles_of_Language_Learning_and_Teaching.pdf
5
McDonough, J. and Shaw, C. (1993) Materials and Methods in ELT Blackwell
6
Morley, J. M. (1991). Listening Comprehension in Second/Foreign Language Instruction.Teaching English as a
Second or Foreign Language (Second Edition) (pp. 81-106). New York.
24
 Students to the new vocabulary items and the oral model given by the
teacher (Appendix N°02).
IV. DIDACTIC SUPPORT

COMMUNICATIVE APPROACH
Communicative Language Teaching means little more than integration of grammatical and
functional teaching. 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)7.
 Students practice the language by reeding information about what they

really like or dislike. (Appendix N°03 ).
Communicative language teaching by H. Douglas Brown

- Language is a system for the expression of meaning; primary function – interaction and
communication.
- Activities involving real communication; carrying out meaningful tasks; and using
language, which is meaningful to the learner, promote learning.
- Objectives will reflect the needs of the learner; they will include functional skills as well
as linguistic objectives.
- Include all of the following: structures, functions, notions, themes, tasks. Ordering will
be guided by learner need.
Activity type: Engage learners in communication; involve processes such as information
sharing, negotiation of meaning, and interaction.
Learner role: Learner as negotiator, interactor, giving as well as taking.
Teacher role: Facilitator of the communication process, participants’ tasks, and texts;
needs analysis, counsellor, process manager.
7
Berns, M. S. (1984). Functional approaches to language and language teaching: "Initiatives in communicative
language teaching. A book of readings" (pp. 3-21). Reading, MA: Addison-Wesley.
25
Role of material: Primary role in promoting communicative language use; task – based
materials; authentic.
V. TECHNIQUES
 Showing pictures: Pictures are the most useful visual aids available to the teacher. They
can result a good way for engaging to the learners with new situations or vocabulary and
practice many aspects of the language.
 Different pictures and flashcards are showe tot the new vocabulary and
actions in the class. (Appendix N°01 ).
 Asking questions: This technique helps teacher to control the class. In addition, asking
questions give good students a chance to show their knowledge, and give weak or shy
students a chance to answer.
 Students are assked by the teacher and they also ask and answer in pairs
to talk about their preferences. (Appendix N°01 ).
 Giving and following instructions: This is a simple but valuable communicative

activity. This is the use of the language at work.
 Students are encouraged to do different tasks using the methode learning

session. (Appendix N°04 ).
 Checking: Teacher is circulating or guiding the students’ work, providing feedback

as an activity rather than within another activity.
 Students are monitored in the controlled and free practice stages. (Appendix
N°05 ).
 Pair work: It helps to develop skills of communication and listening. Problem solving
and decision-making.
 Students perform an interview in pairs. (Appendix N°05 )
26
VI. TEACHING AIDS

Teaching aids are helpful tools for teaching in a classroom or with individual learners. Teacher
can use them to:
 Help learners to improve the four language skills.
 Illustrate or reinforce a skill, fact or idea.
 Relieve anxiety, fears or boredom, since many teaching aids like games are engaging
the students.
 Teachers’ voice
The teachers’ 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.
 Body language
The use of hands, arms, face and any part of the body can be effectively in several ways to
help students’ understand the language.
 Mimicry and gestures are used in classs to make students students to

understand the language.
 Pictures
Many people who use pictures make difficult things easier to understand.
 Images are presented since the beginning of the of the learning session for the
learners to come across wih the new knowledge and further learning tasks.
Worksheet
Worksheets are assessing tools for teachers to measure the students’ learning.
 Worksheets are used according to the topic to allow the students to develop
their written and oral skills.
Sticky tac
It is a stuff produced from animal bone and skins or by a chemical process, which is used for
sticking things pictures on the board.
 Flascards and wallcharts are stuck on the board by using sticky tac.
27
Class Participation
It is an action that shows students motivation and interest in class.
 Students got involved in class by answering the teacher’s questions and

expressing their preferences arally.
VII. EVALUATION
 The formative evaluation
Formative evaluation is a method of judging the work of students while they are doing
different activities. Formative evaluation focuses on the process.
The purpose of formative evaluation is to validate or ensure that the goals are being achieved
and to identify the difficulties of the learning.
 Suggestions on how to solve problems are giving while students are working
in class assignments.
IX. DISCUSSION
 According to psychological theory, motivation plays an important role in language
learning, so the teacher used adequate resources to attract students' attention and facilitate
their learning.
 The communicative approach was an appropriate method because students could practice
what they have learned through interactions with each other.
 It was important to provide students with vocabulary item so that they can express their
preferences in oral and written form.
 The classroom environment should be safe for students to feel comfortable during the
activities in the class time. The teacher showed a respectful and friendly attitude to
motivate.
 The formative evaluation made it possible to situate the students' progress in relation to
the given objectives.
28
X. CONCLUSIONS
 Motivation was a crucial factor in class. Since students were engaged with the activities
developed in the learning session.
 The Communicative Approach played a significant and relevant role because it developed
the communicative competence in the students who performed meaningful tasks and used
the language in real situations properly.
 The thematic aspect was very important because it helped the students recognize the use
of the verbs that denote preferences using the correct grammar.
 The techniques used were effective as long as they let students get involved with the
learning process.
 The teaching material showed be properly used in order to get the most advantage from
it.
 Most students performed the practice correctly.
 Students were assessed during the whole learning session to check how well they
achieved the goals.
29
XI. BIBLIOGRAPHY
 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.) Addison- Wesley, MASSACHUSETTS.
 Brown, Douglas H. (2000) Principles of language learning and teaching. Recuperado de

http://portal.cuc.edu.ve/upc/PNFT/INGLES/Principles_of_Language_Learning_and_Te
aching.pdf
 Cambridge advanced learners dictionary, (2003). 1𝑆𝑇 Ed. Cambridge University Press.
New York.
 Harmer, Jeremy. (2009). ”How to teach english” Longman. England.
 Morley, J. M. (1991). Listening Comprehension in Second/Foreign Language Instruction

(pp. 82 - 106). New York: Newbury House.
 McDonough, J. and Shaw, C. (1993) Materials and Methods in ELT Blackwell
SITOGRAPHY
 Cambrige Dictionary (2017) English Grammar Today. Recuperado de

https://dictionary.cambridge.org/es/gramatica/gramatica-britanica/future-present-
continuous-to-talk-about-the-future-i-m-working-tomorrow
 https://dictionary.cambridge.org/es/gramatica/gramatica-britanica/common-verbs/hate-
like-love-and-prefer
 https://www.ef.com/wwen/english-resources/english-grammar/using-hate-love/
 https://www.vocabulary.cl/Lists/Free_Time_Activities.htm
30
APPENDICES
31
APPENDIX 01
EMOTICONS TO ESPRESS LIKES AND DISLIKES
32
love
like
Don’t like
hate
33
FLASH CARDS
going out friends surfing the internet
doing homework playing Videogames
playing sports cycling
34
listening to music dancing
going to the cinema playing with a pet
35
APPENDIX 02
Emoticons Grade of preference
 I love surfing the internet.
 I like playing football.
 I don´t like dancing.
 I hate listening to rock music.
36
APPENDIX 03 What about you?

Name:
……………………………….
Yes, I do. Yes, I do. No, I don´t. No, I don´t.

Do you like …?
Surfing the internet
playing videogames
reading books
doing homework
going out with friends
listening to music
watching TV
going to the cinema
playing volleyball/ football /basketball
cycling
37
ANEXO 04
Tick according your likes and dislikes, then report making sentences.
NAME:…………………… WHAT ACTIVITIES DO YOU LIKE?
I love surfing the internet.
I like …
I don’t like…
I hate …
38
APPENDIX 05
Work in pair. Ask questions and get answers about your classmate’s preferences.
Do you like …
surfing the internet?
Yes, I do. Yes, I do.

Do you like surfing on internet?
I love surfing the internet. I like surfing the internet.
No, I don’t No, I don’t.
I don’t like surfing the internet. I hate surfing the internet.
39
dancing playing football
listening to music
doing homework
playing videogames meeting friends
playing with a pet going to the cinema
40
41
42

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TSP UNITRU Biblioteca de Educación y Ciencias de la Comunicación – UNT

UNIVERSIDAD NACIONAL DE TRUJILLO

I like playing football

Trabajo de Suficiencia Profesional

Para optar el Título Profesional de Licenciada en Educación Secundaria

Varas Abanto, Leticia

Jurado Dictaminador ........................................................................................................ iii

Abstract ......................................................................................................................... viii

Diseño de la Sesión de Aprendizaje.................................................................................. 10

Instrumento de Evaluación ............................................................................................... 15

Sustento Teórico .............................................................................................................. 18

Sustento Pedagógico ........................................................................................................ 25

Referencias Bibliográficas ............................................................................................... 30

SEÑORES MIEMBROS DEL JURADO:

De conformidad con las disposiciones establecidas en el Reglamento de Grados

El desarrollo del presente trabajo ha sido elaborado poniendo en práctica los

Es propicio reiterar mi más profundo agradecimiento a los señores profesores de

Trujillo, 30 de Junio del 2019.

PALABRAS CLAVES: Idioma inglés, método comunicativo, competencias

KEY WORDS: English language , communicative method, communicative

LEARNING SESSION DESIGN

3. Pre service teaching practice

II. LEARNING ACHIEVEMENT

GENERAL CAPACITY SPECIFIC CAPACITIES

Text production To talk about activities they like and

III. LEARNING STRATEGIES

IV. LEARNING DEVELOPMENT

 Shows Ss some flashcards and do the task.

happening in the pictures.  Listen to their

COOPERATION  Work with their classmates.

 Show respect to their classmates’ ideas or opinions.

EXPECTED LEARNING ACHIVEMENT INDICATOR TOOLS

 The student participates

VII. EVALUATION GUIDE

VIII. SPECIFIC BIBLIOGRAPHY

8.1. For the teacher

8.2. For the student

II. DISCUSSION OF CONTENT

- I love going to the cinema.

I like making jam.

We have a lot of fruit in the garden.

The verbs "like and dislike" can be followed by a noun3.

They also can be followed by another verb.

III. PSYCHOLOGICAL SUPPORT

 THE ACTIVITY PRINCIPLE BROWN, Douglas H. (2000)4

 PRINCIPLES FOR DESIGNING LISTENING TECHNIQUES:

b. Give students opportunities

IV. DIDACTIC SUPPORT

 Students practice the language by reeding information about what they

Communicative language teaching by H. Douglas Brown

 Giving and following instructions: This is a simple but valuable communicative

 Students are encouraged to do different tasks using the methode learning

 Checking: Teacher is circulating or guiding the students’ work, providing feedback

 Students perform an interview in pairs. (Appendix N°05 )

VI. TEACHING AIDS

 Mimicry and gestures are used in classs to make students students to

 Students got involved in class by answering the teacher’s questions and

 Most students performed the practice correctly.

 Berns, M.S.(1984). Functional approaches to language and language teaching:Another

 Brown, Douglas H. (2000) Principles of language learning and teaching. Recuperado de

 Harmer, Jeremy. (2009). ”How to teach english” Longman. England.

 Morley, J. M. (1991). Listening Comprehension in Second/Foreign Language Instruction

 McDonough, J. and Shaw, C. (1993) Materials and Methods in ELT Blackwell