LEARNING LESSON N°01

I. GENERAL DETAILS

I.1School : I.E. “Madre Teresa de Calcuta”

I.2 Level : Secondary

I.3 Grade/Section : 3rd “B”

I.4 Subject : English

I.5 Duration : 20 min.

I.6 Date : November 10th, 2015

I.7 Name of the session : The family that is in the house are the Simpsons

I.8 Student’s name : Priscila Vásquez Chanamé

1.9: Assessor : Dra. Gaby Guerrero Rojas

II. DIDACTIC DESIGN

2.1 PROBLEM 2.2 OBJECTStudents in the third grade of secondary school education at “Madre Teresa de Calcuta” School of Chiclayo city, have little knowledge about the appropriate formation and use of the Relatives Clauses “that”, in the teaching learning process in the English subject.

Teaching learning process in the English area.

2.3 CAPACITY 2.4 EXPECTED LEARNING

Identify the Relative Clause using

“that” in written sentences.

Use the known and new vocabulary according to the communicative purpose.

Use the relative clause “that” in an oral and written way.

Express statements with clear and precise intonation and pronunciation.

Be able to write a short paragraph using the relative clause “that”

Use the Relative Clause “that”

correctly.

Write sentences with the

Relatives Clauses “that”.

Realize the importance of new

vocabulary and grammatical

structures in daily life.

2.5 CONTENTSINSTRUCTIVE DEVELOPMENTAL EDUCATIVE

The Relative Clause “that”

Identify and discriminate the Relative Clause “that”

Write sentences using the Relatives Clauses “that”.

Realize the importance of new vocabulary and grammatical structures in daily life.

2.6 METHODOLOGYMETHODS PROCESS TECHNIQUE

Communicative

Approach

Audiolingual Methodology

Direct method

The teacher starts showing a big picture of a family.

The teacher writes the title “The family that you see are the Simpsons family”

Students recognize the objects of the house.

The teacher asks some questions.

The teacher makes the sentences using

Observation

the Relative Clause “that”.

Then the teacher presents the topic.

The teacher gives

the students some

envelopes for solving

them in class.

Finally the teacher hands out a final practice.

2.7 MEANS 2.8 FORM Markets Board Flashcards Glue-tag

Practice sheets Classroom work

Individual work

20 minutes

2.9 EVALUATIONCRITERIA INDICATORS INSTRUMENTS

Coherence Precision Respect

Identify and discriminate the Relative Clause “that”.

Write sentences using the Relative Clause “that”.

Participate actively in the class activities.

Observation guide.

Practice sheets.

III. ORGANIZATION OF THE ACTIVITY

STEPS STRATEGIES MEANS AND MATERIALES

TIME

INP

UT

The teacher starts greeting the students.

The teacher shows a big picture. (Attachment 1)

The teacher write the title “The family that is in the house is the Simpsons”

Students recognize the objects of the house.

The teacher asks some questions and makes sentences according to the objects.

The teacher make the sentences using the Relative Clauses “that”.

Markets Board Pictures

05’

PR

OC

ES

S

The teacher explains the

topic with the previous

sentences.

The teacher hands out some envelopes. (Attachment 2).

The teacher divides the class in groups.

Then the students sticks picture by picture on the board and the students have to put in order the phrase shown of each picture.

The students read the sentences with the teacher’s help.

Markets Board Flashcards Pictures

10’

OU

TP

UT

The teacher delivers one practice, where the students have to complete with the Relative Clause “that”.

The teacher supervises the

students for making any

correction if it is necessary.

Then students correct their

mistakes and after that

everybody has to read the

sentences. (Attachment

n°3)

The evaluation is permanent and continuous.

Markets Board Practice

sheets05’

IV. BIBLIOGRAPHY

A. TEACHER

DIDACTICS.

HERMER, Jeremy (1998) “HOW TO TEACH ENGLISH” LONGMAN

MINISTERIO DE EDUCACIÓN (2014) “DISEÑO CURRICULAR NACIONAL”

SEYMUR, David (2003) “700 CLASSROOOM ACTIVITIES” MACMILLAN.

W. WOORWARD, Suzanne. (1999) “FUN WITH GRAMMAR” Prentice Hall Regent. USA.

SCIENTIFIC

SEATON ANNE “BASIC ENGLISH GRAMMAR BOOK 1” Saddleback Educational Publishing. The United States.

WALKER Elaine (2004) “GRAMMAR PRACTICE” LONGMAN.

B. STUDENT Material made by the teacher. Spanish – English; English – Spanish Dictionary.

V. LINKOGRAPHY

http://www.edufind.com/es/english-grammar/defining-relative-clauses/ (Consulted on November 01, 2015 at 09:09 a.m.)

http://www.ecenglish.com/learnenglish/what-a-realtive-clause/ (Consulted on November 01, 2015 at 09:20 a.m.)

http://www.slideshare.net/saroaibanez/relative-clauses-20866512 (Consulted on November 02, 2015 at 05:35 a.m.)

VI. SCIENTIFIC PAPER

We use relative clause “that” to add information that is necessary.

The relative clause “that” goes immediately after the noun it relates to.

THAT Subject or object pronoun for ANIMALS OR THINGS

Phrase 1: The donut is delicious.

Phrase 2: The donut is on Homero’s stomach.

The donut that is on Homero’s stomach is delicious.

Main clause

Subordínate clauseNEXUS

ATTACHMENTS

ATTACHMENT N°1

The teacher starts the class by greeting the students, creating an environment of confidence and communication.

The teacher sticks a big picture on the board. The teacher asks some questions and makes sentences according to the objects.

What can you see in the living room?

Can you see the donut? What kind of animals can you see?

The donut is delicious. The pig is small.

The donut is on Homero’s stomach. The pig is sleeping.

The donut that is on Homero’s stomach is delicious. The pig that is sleeping is small.

ATTACHMENT N°2

The teacher hands out some envelopes and divides the class in groups of 5 o 6 students.

Then the students sticks picture by picture on the board and the students have to put in order the phrase shown of each picture.

The students read the sentences with the teacher’s help.

is singing/ that/ is inside the birdcage/ The bird.

is in the park / that/ The car/ is modern.

has many products/ is in the supermarket/ that/ The bookshelf.

that/ is on the table/ The book/ is expensive.

is eating / that/ is Brown/ The dog

is hot/ next to the cookies/ that/ The cup of coffee.

ATTACHMENT N°3

The teacher delivers one practice more where the students have to complete with the

Relatives Clause “that”

The teacher supervises the students for making any correction if it is necessary.

Then students correct their mistakes and after that everybody has to read the

sentences.

PRACTICE

A) MAKE 5 SENTENCES USING THE OBJECTS AND ANIMALS FROM THE BOX:

1)

2)

3)

4)

5)

DOG

BALL

SOCK

GLASS

MIRROR