ENGLISH LESSON PLAN

GENERAL
ELEMENTARY AND INTERMEDIATE ENGLISH COURSE
Level subject ENGLISH

JULIAN PATIÑO MARTINEZ

TEACHER
LENGTH 60 HOURS

NATIONAL GUIDANCE

STANDARDS (DBA) COMPETENCY

The students

Understand the veracity and falseness of a

preposition.

Identify problems concerning to function and

Use the different grammatical categories for
explaining the sintax of English language.
The students understand the different
form in a preposition.
gramatical categories such as: nouns,
adjectives, articles, pronouns,
Formulate questions and make prepositions
conjuntions, interjections.
in present, past and future.
The student understand the important of
the gramatica categories.
Can make affirmative, negative and
interrogative prepositions.

Pronounce properly the words.

Recognize the different vocalic and
consonantal sounds.
 KNOWLEDGE

Identify the areas where it’s applied the English language in the technological
context.
Become aware of the problems caused for the lack of consciousness of English
CONTEXT language.
Identify fungicide, Pesticide and weed-killer labels. Many of these labels are
written in English.

PSHYCOMOTOR AFFECTIVE
COGNITIVE
- Definite and Indefinite Articles.
- Nouns. The student:
- Adjetives. Identifies the parts of the preposition.
- Nominative Pronoun. Can make propositions saving the
The student assumes with accountability
- Possessive Pronoun. grammatical order.
her functions working as a team and
- Objective Pronouns. Identifies and understands the role of
values the classmates’ contributions.
- The verb each one of grammatical categories.
- Adverbs Can start an English conversation.
- Prepositions.
- Conjunctions.
- Interjections.
DEVELOPMENT
EXPLORATION

-Topic presentation.
-Exploration of pre-knowledge
-Presentation of standards
-Evidence and recollection of the products made by students.

STRUCTURE

- Engage students in the topic and identify objectives for the lesson. Find out what students already know about it and
motivate them to learn more. Teach new vocabulary

- Present new information. Explain the target learning strategy for the lesson. Model what the students are asked to do.
Discuss connections to students’ prior knowledge.

- Give students an authentic, active task that they can do in a small group or in pairs. Remind students to use the target
learning strategy.

TRANSFERENCIA

- Question students so they will reflect on their own learning. Ask students to evaluate their own learning rather than wait for
the teacher to assess them. Find out if using the learning strategy helped students' understanding.

- Look in magazines for pictures of young students talking. Elicit who they are and what they could be talking about with
questions such as: ‘How old do you think they are?’, ‘Where do you think they are?

- Distribute Worksheet A –one per person. Students should listen once and write down T (true) or F (false).

EVIDENCES Photos, videos etc.

 MATERIALS

Card
Pens
CDS
Computer
Markers

REINFORCEMENT

It’s necessary to identify the students that have problems with the assimilation of the classes. With these students it’s necessary to
do reinforcement activities.

Question students so they will reflect on their own learning. Ask students to evaluate their own
learningrather than wait for the teacher to assess them.
After students read a short passage, ask them to tell you what the main idea was. You may also ask
EVALUACION
about important supporting points or details
Tell them a brief story in English. Then ask them questions about it, or ask them to tell the story back
to you.

REFERENCES

Esquivel, A. C. (n.d.). Constructo competencia: síntesis histórico-epistemológica. Retrieved November 27, 2017, from
http://www.scielo.org.pe/scielo.php?pid=S1019-94032016000100001&script=sci_arttext

Salgado, F., Corrales, J., Muñoz, L., & Delgado, J. (n.d.). Diseño de programas de asignaturas basados en competencias y su aplicación en la
Universidad del Bío-Bío, Chile. Retrieved November 27, 2017, from http://www.scielo.cl/scielo.php?script=sci_arttext&pid=S0718-
33052012000200013

Millathina Puji Utami, Student at Univ of Jember Follow. (2013, March 17). The Three Domains of Educational Activities. Retrieved
November 27, 2017, from https://www.slideshare.net/millathinapu/the-three-domains-of-educational-activities

(n.d.). Retrieved November 27, 2017, from http://linguistics.byu.edu/faculty/henrichsen/LessonPlanning/lp_14.html