UNIVERSIDAD DE LA AMAZONIA

EDUCATION SCIENCES FACULTY

ENGLISH LANGUAGE TEACHING PROGRAM
TEACHING PRACTICE II

LESSON PLAN FORM Nº _ 2___

I. DESCRIPTION
I.E., La Industrial LEVEL 7 A
HOUR: 10:20- 12:20 am
NUMBER OF STUDENTS: 35 DATE: September11th and 12th.
7:45- 8:45 am
S-T´S NAME: Sergio Leandro Ramirez Varela
C-T´S NAME: Olga Lucia Mateus Castro
GRAMMAR TOPIC: superlatives
CONTEXTUALIZE TOPIC: ITI is the best high school in Florencia.

SUGGESTED PERFORMANCE INDICATORS

KNOW
 Identifies information
related to
topics of general interest.
 Identifies similarities and
differences
between people, places,
animals  and things.
 Identifies basic structures of
the superlatives sentences.
AIMS
DO BE
 Makes a comparative
table about different  Respects the differences
cultural Cultural.
characteristics of  Rates the contributions
some countries of his classmates.
previously
established.
 Exchanges
information related to
cultural
characteristics of
some countries.
 Produces oral or
written texts, in which
discloses information
about features
of some countries.
MAIN AIMS: To involve all the students in the different activities for the English class and identifying the use of superlatives.
PERSONAL AIMS: To make students aware about the conservation of the environment. In addition to this, to make the classroom a nice
place where students can feel confident from the first class
ANTICIPATED PROBLEMS
The main problem that can be found before the development of the English class is that the energy is gone. Equally, to have a group of students
who generate disorder in the classroom and do not participate in the activities.
II. MATERIALS: Board, markers, worksheet.

III. PROCEDURES

INTERACTION
STAGE ACTIVITIES BASIC LEARNING RIGHT TIMING
PATTERNS
September 11th. 10: 20 am to 12: 20 pm.

The teacher students will enter the classroom greeting all

the students for the first time. Next, the teacher is going to
introduce the class topic presenting a short monologue
called “Andres makes aware about environmental issues”
Monologue: Monologue: Gives and T-S 10 M
One day, when I was a child, I was playing follows instructions, S-S.
pre After this, the monologue is going to be socialized. In this recommendations, and
way, ST is going to ask to three students give their suggestions about topics
opinions about the monologue. related to his/her
immediate context. (MEN,
2006, p.17.
 Besides, ST is going to ask them, what do you do to
protect and preserve the environment? It should be noted
that this question is going to be written on the board. Speaking: Participates in
Hence, ST will listen five students’ answers and he will short conversations
take notes on the board. After this, ST will ask the students providing information
have the photocopies called “water is life” on hand. It about him/herself as well
should be notes that this is a material that each student as about familiar people.
already has. As soon as every student have the text, ST is (MEN, 2006, p.16
going to play a record in which they can hear the correct
pronunciation of all the words. So, ST will choose three
students to try to read the photocopy the best they can.
Through this activity ST will know the students’
pronunciation.
Afterward, ST is going to play a video called “Save water
to help the earth”.
https://www.youtube.com/watch?v=rl0YiZjTqpw

while Then, ST is going to write two questions on the board, Do

You save water? And What do you do to save water?
Thus, each student will have to answer these two
questions in their notebooks. So, ST teacher will choose 6
students that have not participated to share their answers.
After this, ST is going to write on the board five tips to
save water that they could see in the video and in the
photocopies (water is life).
 Recycle paper and plastic.
 Collect rainwater to water the plants.
 Wash clothes once a week
 Have a quick shower
 Wash the car or motorbike with a pail.

In this way students will have to write those tips in present

simple using third person. The, ST will choose 5 students
who have not participated to write their answers on the
board and read them. It should be noted that it will be Speaking and Monologue:
made a quick reflection of each of these tips to students Gives and follows
make aware about water saving. instructions,
recommendations, and
suggestions about topics
 Then, ST is going to write some questions in Spanish and related to his/her
some students who have not participated will have to immediate
translate them on the board. context. (MEN, 2006, p.
17).
Ella protégé el agua?
El ayuda a preservar el agua?
Tu ahorras agua?
Ella respeta los animales?
post Andres limpia el agua de el oceano?
Tu plantas arboles? Listening: Recognizes
specific
In this way, ST will finish the class sharing with the information in written and
students how they felt during the class, with the topic, oral texts related to
what they learned, etc. objects,
people, and actions.
(MEN, 2006, p.17).
 September 12th 7:45 am – 8:45 am

ST will get the classroom and will greet students.

In order to reinforce, practice, and realize what students
learned, ST is going to develop a game called throw to
learn”. It consists on each student is going to throw a
short ball toward a board which has some holes. In each
holes there is a number. The idea is that depending on the
hole in which the ball gets in, the student will have to
write a sentence in present simple using one word related
with the topic that was seen the previous class. In this
way, ST will have one word per each hole. It does not
matter if two students repeat the hole and the word.
The words are:
Water, rainwater, tree, protect, preserve, avoid, save,
animals, oceans, plants, recycle, environment, trash.

The rest of the class, ST will work on the class project. In

this way, he will tell students the proposals he has and
also he will listen the ideas of the students.

PLAN B
Teacher-student will read the text “water is life”, and students will have to identify the verbs in the present simple and write down on the
notebook.

IV. REFERENCES
Ministerio de Educación, MEN., (2016), Basic Learning Right. English, Bogotá D.C, Colombia.
Ministerio de Eucación, MEN., (2016), suggested curriculum scheme, Bogotá D.C, Colombia.
https://www.youtube.com/watch?v=nh3HYyEeRZk
https://www.profedeele.es/profesores/actividades-presentacion-primer-dia-clase/

V. METHOD, EVALUATION, AND STRATEGIES

 METHOD ASSESSMENT TEACHING STRATEGIES
1. The task-based 1.T will consider the student´s Short monologue
approach  focuses on the skills and participation. Throw to learn game.
competencies students need. 2.Students can identify what structure must
2. Translation method. be used with present simple.
3.Students can express some ideas about the
water saving using present simple.