« WHAT IS PAOLO GUERRERO DOING ?

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I. DISCUSSION OF CONTENT

PRESENT CONTINUOUS FORM

An adverb of frequency is exactly what it sounds like – an adverb of

time. Adverbs of frequency always describe how often something
occurs, either in definite or indefinite terms. An adverb that
describes definite frequency is one such as weekly, daily, or
yearly.

Examples:

1. The incubator turns each egg hourly.

2. We take a vacation at least once annually.
3. I usually shop for groceries on Saturday mornings.
4. He is often late for work.
5. We seldom see John.
6. My dentist told me I should floss twice daily.

RULES
 Adverbs of frequency are often used to indicate routine or
repeated activities, so they are often used with the present
simple tense.
 If a sentence has only one verb, place the adverb of frequency in
the middle of the sentence so that it is positioned after the
subject but before the verb. For example: Tom never flies. He
always takes the bus.
 When a sentence contains more than one verb, place the adverb
of frequency before the main verb.
For example: They have often visited Europe.
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I. PEDAGOGICAL SUPPORT

A. Cognitive principles 1:

Principles of education: new perspectives in science education: B.

Castillejo (1983)
Principle of individualization:
Each student has unique characteristics and circumstances. Each has
different ways of thinking, decision and feeling, for this reason there is a
need to attend to the diversity of students in order to have a level of
acceptance in basic education.
Similarly, the teacher must help the students in order to obtain their
individual perfection.
The teacher has chosen appropriate materials considering both the
level of students and their interests.
Principle of socialization
The development of a person in the process of education is not possible
without interaction with others. Through the social relationship, the person
learns to criticize the other, values, behaviors that are appreciated by the
social group to which he or she belongs.
Students will work in groups or groups to provide feedback.

Intrinsic motivation2:

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www.revistaakademeia.cl/.../Los-Principios-de-la-educacion-en-Jose-Luis
2
DOUGLAS BROWN, H. (2002). “Teaching by principles: An interactive approach to languagepedagogy. Longman

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Educational techniques are much more likely to be successful if they are

rewarding from the perspective of the learner. Learners perform the task
when it is fun, interesting, useful or challenging and not because they think
they will get cognitive or affective rewards from the teacher.
Students will be motivated throughout the class by presenting them
with clear images and fun activities. They should understand the
instructions and produce their own comments.

II. DIDACTIC SUPPORT

Communication Approach 3: The goal of teachers who use this approach is
to enable students to be proficient in communicating with other people
through a foreign language.
Communicative competence implies being able to use the appropriate
language in a given social context. This is why pupils need to know the
linguistic forms, meanings and functions. In a communication class the
teacher should give advice, answer the students' questions and monitor their
performance. Students must be engaged in trying to make themselves
understood even if their knowledge of the target language is incomplete.

The students will use the vocabulary and the grammar given in order to
produce comments on topics that concern at the news in a written and
oral way.

TECHNIQUES

 Presentation of images
Images are not only an aspect of the method but also across its representation of
place, objects and people, they are essential to the total experience to help
professors develop their great role as communication teacher.

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RICHARD,J.; ROGERS, T. (2003). Approaches and methods in languagesteaching. Cambridge UniversityPress

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Images contribute to:

- Interest and motivation.
- Promote discussions.
- Test knowledge and understanding.
- A knowledge of the text of the language.
- Develop aptitudes.
 Questions and answers
They help the teacher to control the class and attract the attention of the
whole class, give students the opportunity to show their knowledge and also
give weak students the opportunity to ask and give information.
 Individual work
Sometimes must let the high ones work alone at their own pace.
Individual work is a good idea precisely because highs can relax from outside
pressure, and because they can rely on themselves rather than on others.
The work of reading and writing can be the center for individual work.

III. MATÉRIEUX D’ENSEIGNEMENT6

 Body language
The use of hands, arms, face and somewhere in the body can help the
professors to communicate with the students.
 Images
Even when we are in the technological era, images have a lot of value for us
because they include different resources: drawings, magazines, photographs,
etc.
 The board
Whether he uses chalk or felts, teaching cannot imagine the class without
writing or drawing.
- Tables can be used to write, draw, paste things on them, project
transparencies over titles (if they are in white).

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The two things which must be recalled in regard to pictures: these are the
necessity you have to write, and the pictures in order are better than the
pictures in disorder. Some professors divide the picture and keep a dreg for the
new words, & c. many teachers use different colored chalk or felt felts to
highlight grammar and pronunciation.
 The worksheet
The teacher can measure with the worksheet the learning of something he
considers important.
The content of the worksheet will be related to the content of the class.

IV. EVALUATION
a. FROMATIVE EVALUATION

It is an evaluation method whose main objective is therefore the regulation of

the learning process. It is essentially a feedback process. By providing the
learner, who is the primary recipient, with information about his or her progress
against a specific objective, it enables:

• To intervene in the learning process in order to influence the modalities of the

action in progress.

• Transform learning content, enabling the learner to transform or vary his / her
learning methods and strategies.

• Decide on the necessary support measures (notional support, methodological

support).

It is also an assessment that allows the learner to evaluate what he knows,

what he does not know, what makes him unsuccessful and, in this sense, a
path towards self-assessment.

Finally, it should be noted that the formative evaluation consists of providing

information, assessments on the work, activities and productions of the learner.
It is therefore irreducible to a figure number.

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Formative evaluation what a terminal evaluation, which would always be after

a task; it is also inherently diagnostic or prognostic evaluation, which can
therefore take place at the beginning of the learning sequence or before a work
session subordinated to a specific objective.

V. DISCUSSION
The thematic aspect plays a very important role because it helps students to
identify the daily routine using the adverbs of frequency.

The psychological support allows to know and to check the process of teaching-
learning of the pupils.

The communicative method is a method that helps the high to learn the target
language using different situations. The objective of teaching the language through
the communicative method is to develop a "communicative competence". Here, the
role of the student and the role of the teacher are vital in the process of teaching -
learning the French language.

Teaching techniques and materials are very useful to motivate students and to gain
a better understanding during the class.

Formative evaluation and aptitude assessment informs us about the level of learning
of our boys and helps us to discover where and how a high student has learning
difficulties. Also, from the evaluation the teacher can improve his learning method of
agreement to the requirements of high.

The session allows students who can recognize clothes, and differentiate the
patients and symptoms

VI. CONCLUSION

- In this learning session the communicative approach allows students to

identify the different daily routine using the adverbs of frequency. This
opportunity is a kind of training for the students to learn the vocabulary.