“ NATIONAL UNIVERSITY OF

TRUJILLO ”
DEPARTMENT OF LANGUAGES AND LINGUISTICS

Learning Session
« MY FAVORITE FAMOUS PERUVIAN MUSICIAN»

TRAINEE: Urtecho Armas, Patricia Lizbeth

TEACHER OF THE SCHOOL: Reyna Vásquez, Norma
TRAINER: Mg. Del Rosario Alfaro, Jose Leonardo
YEAR: 4° «G»

TRUJILLO-PERU
2018
 PRESENTATION
English is one of the most spoken languages in the world. It is for
this reason that it should be taught in private and public schools.
The next learning session will focus on "My favorite famous
peruvian musician" and will take place at "San Juan" School for 4°
Grade students. It has been done with care in order to teach
vocabulary in real situations.
This learning session will be developed in such a way that it can
achieve the objectives proposed from the different documents using
the techniques and didactic material chosen.
It has been done with care in order to teach vocabulary in real
situations.
This learning session will be developed in such a way that it can
achieve the objectives proposed from the different documents by
using the techniques and the didactic material chosen.
 LEARNING SESSION
1. GENERAL INFORMATION:

1.1. EDUCATIONAL INSTITUTION.-

1.1.1.1. Teaching establishment: I.E "San Juan"

1.1.1.2. Course: English
1.1.1.3. Class: 4 ° "G"
1.1.1.4. Teacher: Reyna Vásquez, Norma

1.2. LEARNING SESSION.-

1.1.1. Session title: "My favorite famous peruvian musician"
1.1.2. Date and class: Monday, September 17, 2018
1.1.3. Time: 7 :00- 8 :30 am
1.1.4. Duration: 90 minutes

2. REFERENCE TO THE PRACTICE OF TEACHING.-

2.1.1. Trainee: Urtecho Armas, Patricia
2.1.2. Trainer: Mg. Del Rosario Alfaro, Jose Leonardo
 3. CAPABILITIES

LEARNING OBJECTIVES
GENERAL SPECIFIC

 Written comprehension  Use the vocabulary learned about

famous peruvian musicians and
organize that information in a
timeline.

4. LEARNING STRATEGIES
SPECIFIC CONTENT TECHNIQUES
CAPABILITIES
COMMUNICATIVE LINGUISTIC  Present the
different pictures
FUNCTION GRAMMAR of famous
peruvian
Present the biography  Adjective musicians
Identify the past of famous peruvian  Simple Past  Present an
simple sentences musicians example of a
timeline
Understand the NOTION VOCABULAIRE  Give examples of
example of the a timeline
timeline and the Understand the  Structure of a  Recognize the
content instructions given timeline. vocabulary
about how create a already learned.
timeline  Class
participation.
THÈME PRONONCIATION
 Create a timeline
about the
«My favorite Correct pronunciation
biography of their
Identify the order and famous peruvian of the text.
favorite Peruvian
the correct structure
musician » musician
of the timeline
 Follow the
indications

 Exam .
 IV. LEARNING DEVELOPMENT
MOMENTS LEARNING ACTIVITIES TIM
RESOURCES
FOR THE TEACHER FOR THE STUDENT E
 Teacher’s
 Greet the class.  Greet the teacher and
I Greeting
N  Ask them how they are.  Pay attention to the student’s 2’
T  Stablish the rules for the class. teacher voice.
R  Marker
O
D
 Show four peruvian famous singers’
U  Listen to the
pictures. (Appendix 1)  Teacher’s M
C teacher.
 Ask to the Ss what they know about voice. O
T Introducing  Collaborate with
them, using verbs in past tense and  Pictures. T
I the new the activities given 10’
O
write it on the board.  Pieces of I
knowledge by the teacher.
 Identify which verbs of the paper. V
N  Answer the
sentences are regulars and  Cleetype. A
teacher’s questions.
irregulars. T
I
O
D  Show a timeline and ask what it is N
E and how we can use it.
V
 Show a Peruvian singer’s picture
E  Listen to the
(Appendix 2).  Teacher’s
L teacher.
Describing the  Present some information about the voice.
O  Pay attention. 11’
new knowledge singer presented. (Appendix 3)  Pieces of
P  Collaborate with
M  Ask to SS underline the most paper.
the activity.
E important information.
N  Show the information presented in a
T timeline (Appendix 4).
  Listen to the
teacher’s  Teacher’s
 Present information about other
instructions. voice.
Control singer. (Appendix 5).
 Collaborate with  Pieces of 10’
P Practice  Ask to SS to identify the most
the activities. paper.
R important information.
 SS to identify the  Markers.
A
most important
C
information.
T
I
 Present a timeline without  Listen to the
C  Teacher’s
E information (Appendix 6). teacher’s
voice.
Classroom  Ask to SS to complete the timeline instructions.
 Student’s 10’
transfer with the information given  Complete the
voice.
chronologically. timeline with the
 Markers
 Check with SS. information given.

 Piece of
 Ask to SS create a timeline about  SS create a paper.
F Evaluation 20’
their famous Peruvian musician. timeline.  Pen.
A
 Markers.
R
E
 Ask students if they have some  Listen to the
W  Teacher’s
doubts. teacher.
E Extension and voice.
 Thank the students for their  Ask the teacher 2’
L consolidation  Student’s
L attention and participation. about their doubts.
voice.
 Says good bye.  Says good bye.
5. THE VALUE CHART
VALUES ATTITUDES

RESPONSIBILITY Show perseverance in his homework

COOPERATIVISM Help to his classmates

RESPECT Listen and share the ideas of his classmates

6. EVALUATION

DESIRED LEARNING ACCOMPLISHMENT INSTRUMENTS

INDICATOR
 Comprehension and  Recognize the  The board
expression of the oral vocabulary about the  The worksheets
biographies of different  The example of the
 Comprehension of famous peruvians timeline’s sheet.
the written word musicians  Evaluation sheet
 Create a timeline with a
famous peruvian
musician according to
the example
 5. FORMATIVE EVALUATION SHEET
TOPIC : « My favorite famous peruvian musician»
DAY: Monday 17 september 2018
SCHOOL : San Juan GRADE : 4º «G »

Nº LASTNAMES AND FIRSTNAMES NOTE

01 ARENAS SOL SOL, RODRIGO ISRAEL

02 BOCANEGRA RODRIGUEZ, SEBASTIÁN JESUS

03 CABANILLAS NORIEGA, BRANDON JAIR

04 CARRANZA LUIS, HUGO GABRIEL

05 CASTRO CERNA, ISMAEL EZEQUIEL

06 FERNANDEZ SILVA, ANDRE ALEXANDER

07 FLOREANO NIETO, FERNANDO ENRIQUE

08 HORNA HARO, CRISTHIAN JESUS

09 LACHERRE CHILON, JONATHAN JEAN PIERRE

10 LOYAGA QUIPUSCOA, DANDY SAMIR

11 MANTILLA ROSAS, CARLOS ALBERTO

12 MEJIA CHUQUIPOMA, JHUNIOR JHANPIER

13 MORENO ROMERO, CARLOS HUMBERTO

14 REYES BLAS, BRAYAN DAVID

15 RODRIGUEZ CUSTODIO, JEREMY JOHAO

16 URQUIZA MORENO, ANTHONY LEO

17 URTECHO CUBAS, ITALO FABIAN

18 VALDIVIEZO JIMENEZ, VICTOR JAVIER

19 VALDIVIEZO JIMENEZ, YAMPIER BRAYAN

20 VARGAS RIOS, JAVIER ALBERTO

 ANNEXES

1. THEMATIC ASPECT

ANNEXE 1: PICTURES OF FAMOUS PERUVIANS MUSICIANS

2.
 Identify and find what these 4 images have in common, guessing the
topic of the class session.
 ANNEXE 2: JUAN DIEGO FLÓREZ’S BIOGRAPHY

 Read the biography of the next musician and underline with the
teacher's help the sentences that are in the past simple.

Juan Diego Flórez was born in Lima, Peru on January 13, 1973.
He entered the Conservatorio Nacional de Música at the age of 17. He received a
scholarship to the Curtis Institute in Philadelphia where he studied in 1993, and
began singing in student opera productions in the repertory which is still his
specialty today, Rossini and the Bel Canto operas of Bellini and Donizetti. In 1994,
while on vacation in Peru, he met the eminent Peruvian tenor, Ernesto Palacio.
Palacio invited him to Italy to work on a recording project (Il Tutore Burlato) and
became his teacher and mentor. Flórez's big professional debut came at the age of
23 at the 1996 Rossini Opera Festival in Pesaro. He made his debut at La Scala in
the same year in Gluck's Armide.
Flórez appeared in most of the great opera houses, including the Vienna Staatsoper
and the New York Metropolitan Opera. He awarded the L'Opera award in 2001 and
the Premio the Tamagno Prize in 2003 for his performance in La Sonnambula at La
Scala.
 ANNEXE 3: TIMELINE  Observe the structure and order of the following timeline about
the biography of Juan Diego Florez

He met the
eminent
Peruvian
Juan Diego tenor, He
Flórez was Ernesto awarded
born in Palacio. the L'Ope
Lima. 1993 ra award. 2003
1996

1994 2001 He awarded the

1973 He received Flórez's big
a scholarship professional Premio the
to the Curtis debut. Tamagno Prize
Institute in for his
Philadelphia. performance in
La Sonnambula
 ANNEXE 4: ANNA CARINA COPELLO’S BIOGRAPHY

 Read the biography of the next singer and identify important information that
you will then have to translate into a timeline.

Anna Carina Copello Hora was born in

1981, she is a Peruvian dancer, actress, pop
singer-songwriter and guitarist, known
professionally as Anna Carina.
Since participating in the program Nubeluz,
Anna Carina was cementing a career that has
gradually made important achievements.
She also collaborated with her compositions
in various charity campaigns carried out in
Peru in 2000. In 2002, Anna Carina
launched what would become her first solo
musical experience. The album was titled
something personal.
The first single, Crazy Love (2003) was released on the radios, placing it in the preference
lists of the major local radio stations.
In 2004, Anna Carina began to conceive the concept of the second disc. Armed with courage
and new life experiences, issues began to be born. Alongside came the opportunity to VJ on
the channel's most popular music of Peru, OK TV, pleasant experience enabling him to keep
abreast of new music.
The spiral disc was released in 2005, it contains 10 tracks and it shows the entire growth as
an artist, both in the lyrics of songs like the musical arrangements.
In 2008 Anna Carina was dominated to the pop title with some mergers of different rhythms
inspired by 80. The album was released on June 15, 2010, the first single is the theme which
was successful Cielo Sin Luz nationally and internationally, also in March it was announced
the second single from the album which is titled Ya Fue Demasiado.
 ANNEXE 5: TIMELINE OF ANNA CARINA COPELLO’S BIOGRAPHY

 INDIVIDUAL WORK: Organize the highlight information of your favorite Peruvian

musician in a timeline.
 1. PSYCHOLOGICAL SUPPORT
The different aspects of teaching characterize a specific learning. An apprenticeship can be
mechanical and can serve a specific purpose, for example to answer an examination, but it
does not add much of interesting to the apprentennat so that it can engage but, if the material
which must be learned makes sense for the learner's knowledge is extended. David Ausubel
(1978), in the Psichology of Learning, defines this type of learning as "meaningful
learning" (*)
Meaningful learning develops when the new information establishes relationships with
already existing information (concepts) in the cognitive structure of the learner. This
approach has a relationship with the semantic network.
Ausubel develops that, for a learning to be meaningful, two conditions are necessary:
1. The apprentice must have a disposition to learn
2. The material to be learned must be potentially meaningful, which means that it must be
logically and psychologically meaningful to the learner. The logical signified is important
for the learner to understand, and the psychological signified has a relation with the personal
experiences. Each learner then filters out materials that have meanings for themselves.
the first condition can be interpreted on one side by a maturational disposition, which Piaget
developed well in his theory of genetic epistemology. On the other hand, this provision can
be approached as a motivation of the learner, an interest to learn and content to learn.
The second condition for meaningful learning suggests that the content to be learned must
make sense to the learner. It is the difficulty of knowing how to work in the "zone of proximal
development" (ZDP) that Vygotski develops, again, these aspects lead us to the recursive
idea between the learner who is learning and the one who teaches: for an object to be
potentially significant, the subject must have a disposition to it and to have this disposition.
The object must make sense for the learner.

Summary: Meaningful learning develops when new information establishes relationships

with already existing information in the cognitive structure of the learner.

Example: Students recognize the images of the themes.

(*) GOOD, Thomas L; BROPHY, Jere (1996) AUSUBEL AND SIGNIFICANT LEARNING
06/05/2018TEACHING
2. 12:20 a.m. SUPPORT

2. TEACHING SUPPORT(*)
 A. Principle of individualization:
The word "individualization" refers to an individual thing. This means that each student has
particular characteristics and circumstances. The teacher has to help the students in order to
have a better understanding of the subject. to obtain their individual perfection; each pupil
must acquire knowledge of the vocabulary of the subjects to be taught in class and must
express his preferences and tastes in relation to the subject of the class.

Summary: Everyone has different ways of thinking, of decision and feeling.

Example: students answer questions.

B. Principle of socialization:
The development of a person in the process of education is not possible without interaction
with others.Socialization implies the recognition of others, of its dignity, it causes to have
solidarity and to share. Through the social relationship, the person learns to critique the other,
values, behaviors that are appreciated by the social group to which he or she belongs.
C. Principle of the activity:
The students will be able to improve their knowledge of the language with this principle
which is related to PRINTING "Learning in Faissant"; it means that in the educational
process, the student must be the agent and actor of his own learning. It's the same student,
the person who will be active in the class except for the teacher.

(*) LARSEN-FREEMAN, Diane (2000)

 3. DIDACTIC SUPPORT(*)

 COMMUNICATIVE APPROACH: BÉRARD, Evelyne. (1991) :

Today, the communicative approach predominates in Europe following the 1973 directives
issued by the Council of Europe in order to promote the learning of foreign languages because
of the mobility of populations and their integration in the country of residence. But now we
can say that:
The communicative approach is undoubtedly a revolutionary method in language teaching at
the level of language design, selection of content, learning and teaching. The learner is now
active in his learning and teaching a facilitator, On the other hand, it has some shortcomings
such as lack of lexicon and phonetics. Moreover, are language needs really defined by
learners or institutions? Moreover, can we really speak about authenticity in a school
environment? These will surely be new challenges for educationalists over the next few
years.
Principles retained in the communicative approach:
 Work on the different components of communication skills
Taking into account the different components of communication skills from a didactic perspective
poses several problems.
It would be logical to work simultaneously on the different components and their relations, although
they are not well defined.

While the linguistic component can be based on theoretical descriptions, the sociolinguistic
component does not.
As for the discursive component, the description tools exist but their didactic use is not
always obvious.
Finally, the strategic component is little used at the practical level, at least in an explicit
way.
 Teach the language in its social dimension

To take into account the work carried out in sociolinguistics means essentially to propose as
object of study a language which functions in the richness of all its varieties. Through the
documents, dialogues or texts, the staged characters will use various language registers and
have very varied social roles.

(*). BÉRARD, Evelyne. (1991)

 Moreover, in the activities and exercises proposed, it is not a question of making the
student acquire forms automatically but always to make him work under statements to
which he can associate a meaning.
Finally we can say that:
The communicative approach presents, at least for oral comprehension, various linguistic
forms intended to transmit the same message. We take into account the level of the
discourse and we distinguish between cohesion (the relations existing between two
statements) and coherence (the relations established between statements and the
extralinguistic situation). The foreign language is preferably used in class, but it is possible
to use the mother tongue and the translation. Regarding error, it is considered inevitable.
COMMUNICATIVE METHOD (*):
Communicative methods are given to learn to communicate in a foreign language

COMPREHENSION

THE COMMUNICATIVE METHOD

PRODUCTION

The roles
The role of the learner-STUDENT
• Active: It must take some responsibility in its learning.
• Critical: it must be part of a dynamic learning.

 The teacher's role - Teacher

Teachers' interventions can be grouped together with major functions:
• Work organization.Facilitation de la communication au sein du groupe.
• Reference at the level of language, communication.
• Correct the errors.

(*) GÁLVEZ VÁSQUEZ, José. (2000)

  LEARNING TECHNIQUES(*):

 Presentation of images
The images only name are an aspect of the method but still through its representation of
place, objects and people, they are essential part of the total experience to help the
professor to develop their big role as proffesor of the languages.The images contribute to:
• Interest and motivation
• Promote discussions
• Test knowledge and understanding
• A knowledge of the context of the language

 Questions nad answers

They help the teacher to control the class and to get the attention of the whole class,
give the students the opportunity to increase their knowledge and also give the
opportunity to weak students to ask and give information.

 Grupal Work
Sometimes we have to let the students work in groups. Grupal work is a good idea because
students can develop their creativity and personal contributions in the same work, whether
written or oral.
 MATERIALS OF TEACHING::

 Body Language
The use of the hands, arms, face and body part can actually help in the communication of
the student and the teacher in several ways.
The teacher tries to explain something that students do not understand using his hands, face,
etc.
 The pictures
The use of images contributes to interest and motivation. also by their
representation of places, people, actions, experiences, etc. they are an essential part
of the learning process. Students can be shown different resources: drawings,
magazines, phoographies, etc.

 The board
Boards can be used to write, draw, paste things on them, project transparent above
titled (if they are in white). Teachers make great use of this help for this reason it
must be clean and in order . In this way, the students will pay attention.
(*). LARSEN-FREEMAN, Diane. (2000)

 The worksheet
It helps the teacher to measure how well the students understood. The teacher can apply
different exercises to measure skills such as listening, speaking, reading and writing. The
worksheet will be based on the content of the lesson.
4. EVALUATION:
The evaluations informs us about the level of learning of our students and helps us find out
where and how a student has learning difficulties or progress, but we can especially have
difficulties because not all schools are the same. same and they have special needs in the
country. However, that evaluation is a tool for the teacher to know the weaknesses and the
capacities of the pupils, not to discourage them.

The assessment informs us about the level of learning of our students.

5. FORMATIVE EVALUATION:
it is the assessment that is fully integrated into the apprenticeship, it intervenes before,
during and after the training course. centered on the student, it measures its results
according to operational objectives. It also tells the teacher how his educational program is
going and what obstacles he faces. The formative evaluation makes it possible to locate the
progression of the pupil in relation to the given objective, in other words, an evaluation
which is supposed to be:
 Help the learner learn
 Inform the learner about what he can do and what he has to learn to know.
 Locate your progress against a given goal.
Formative evaluation accepts errors because they are sources of learning. In addition, it
promotes mutual help by valuing correct answers and successes.
"The formative evaluation helps to mobilize and differentiate the resources needed to help
each student progress towards learning goals.

The formative evaluation is used to situate the student's progress in relation to

the given objective, in other words, it is a gradual evaluation.

6. EVALUATION OF APTITUDE
The purpose of the assessment is for the student to put into play the skills for learning that
he has developed and that enable him to solve in a significant way the problematic
situations that arise.
Since we try to carry out an integral evaluation, students' attitudes are also observed in
different individual and group work proposals.
The device is oriented to that the pupils obtain:
Put to a game available knowledge and skills for learning, from the resolution of different
problematic situations.
Recognize one's own possibilities and become aware of one's difficulties after solving
situations.

The integral assessment of student attitudes are also observed in different

work proposals as individually as in groups.

7. DISCUSSION :
• The purpose of this learning session is to know and use the related vocabulary to write an
information booklet using teaching materials such as pictures and worksheets.
• All classes must be based on psychological support, for this reason, constructivism has
been chosen because it says that knowledge is built by the learner on the basis of mental
activity, and students come to class with experience in the field. world and a previous
apprenticeship of several years. These principles are important to put into practice.
• On the pedagogical support we chose to consider three principles:
The individualization that says that each student is unique with his own characteristics and
qualities different from others. The second is the principle of socialization which says that
the purpose of educating people is for their community and with the community to
someone can find the necessary support to live. And the third is the principle of the activity
that speaks that students will improve their knowledge of the language of the world if they
are in constant activity.
• The techniques chosen are the presentation of the images because they are essential to
help the teachers to develop their main role as the professor of communication. Another
technique we have chosen is the questions and answers that help the teacher to control the
class and attract the attention of the whole class. And they also give students the
opportunity to ask and give information.
• On evaluation we took two types that are; formal assessment and aptitude assessment. The
main objective of the first one is the regulation of the learning process and also it allows the
learner to evaluate himself what he knows. And the purpose of the aptitude assessment is
for the student to put the learning skills he has developed into play.
8. CONCLUSION :
• Students learn faster using learning materials such as pictures and worksheets.
• Psychological support makes it possible to know and verify the teaching-learning process
of students.
• Pedagogical support allows us to take into account principles that help us to teach better.
For example, the principle of socialization is important because students have the
opportunity to work with others and to socialize using the target language.
• Teaching techniques and materials are very useful for motivating and attracting students'
attention during class time.
• Assessment is very important to check if students have learned and understood the class.

9. BIBLIOGRAPHY :

 BÉRARD, Evelyne (1991) The Communicative Approach -

Theory and Practice. International CLE. Paris.
 HARMER, Jeremy (1996) The Practice of English Language
Teaching.
 LARSEN-FREEMAN, Diane (2000) Techniques and Principles
in Language Teaching.

10. WEB PAGES:

 https://www.soinsdenosenfants.cps.ca/handouts/chickenpox
 https://fr.wikipedia.org/wiki/Boucherie
 https://fr.wikipedia.org/wiki/Boulangerie
 https://fr.wikipedia.org/wiki/P%C3%A2tisserie
 http://www.cnrtl.fr/definition/pharmacie
 https://fr.wikipedia.org/wiki/Librairie
 http://www.cnrtl.fr/definition/bijouterie
 http://www.linternaute.fr/dictionnaire/fr/definition/boutique/
 https://www.insee.fr/fr/metadonnees/definition/c1449
 https://education.toutcomment.com/article/quelles-sont-les-prepositions-de-
lieu-en-francais-6482.html
 https://www.diabete.qc.ca/fr/comprendre-le-diabete/tout-sur-le-
diabete/types-de-diabete/quest-ce-que-le-diabete
 http://www.doctissimo.fr/html/dossiers/grippe.htm
 https://fr.wikipedia.org/wiki/Sympt%C3%B4me
 https://www.soinsdenosenfants.cps.ca/handouts/chickenpox