UNIVERSIDAD NACIONAL DE TRUJILLO

Faculty of Education and Communication Sciences

Academic Department of Foreign Languages and Linguistics

“LESSON PLAN”
6

Topic:
‘’Saving my dearly planet’’

Trainer:
Eduardo Wilson Angulo Montoya

Trainee:
Telmo Gutiérrez Fernández

Trujillo - Peru
2018
 PRESENTATION

English is regarded as the lingua franca of the world due to its popularity
achieved in the different fields or areas of society. Thus, English has become
an essential component for the communication, the development of social
relationships and cross-cultural communication, and the obtaining of better
work-study opportunities. Therefore, command English makes the difference
between success and failure for students and professionals of our country
and the world. It’s important in the global market place therefore cannot be
understated, learning English really can change your life.

The following lesson plan “” has been written for second grade “E” students
of San Juan High School. This lesson plan aims to satisfy the need of young
students of English, trying to offer an easy and interesting way of learning
English and using it in their lives. In other words, the goal is to help students,
for example: giving possible solutions to save the world to in order to
accomplish this, I have considered the use of Communicative Language
Teaching Method, as an alternative to give the best atmosphere of teaching-
learning for second– year students.
The techniques and the materials have been chosen, bearing in mind the
method selected.
LEARNING SESSION

I. GENERAL INFORMATION

1.1 EDUCATIONAL INSTITUTION

1.1.1. Educational institution: I.E << San Juan >>

1.1.2 Courses: Foreign Languages-English

1.1.3. Class: 2 ° << E>>

1.1.4. School Teacher: Gamarra Castañeda Gloria

1.2 LEARNING SESSION

1.2.1. Title of the class: ‘‘Saving my dearly planet’’

1.2.2. Date and class: Wednesday, November 28, 2018

1.2.3. Time: 4:20 – 5:05 pm

1.2.4. Duration: 45 min

1.3 REFERENCE TO THE PRACTICALITY OF TEACHING

1.3.1.Trainee : Gutiérrez Fernández Telmo

1.3.2.Trainer : Angulo Montoya Eduardo

CAPACITIES:

Area Capacities Specific Capacities

Oral Comprehension Identify the sentences which express prediction

Oral Production Ask and give possible solutions to save the planet
II. LEARNING STRATEGIES:

SPECIFIC
CAPACITIES CONTENTS TECHNIQUES

Communication Linguistic
 Showing
Function Grammar
pictures.
 Recognize WILL
different
resources They will+ infinitive verb
and issues There will be  Questioning
of our world and
now and in There won’t be/have answering.
the future

 Ask and
Notion Vocabulary
give
possible What will you do Water ,Air, Ice ,Trees/Animals  Following
solutions to save the planet instructions.
? Pollution, Rubbish/smoke/bottle
I need to…
Because there will close/recycle/collect/plant/pick up /
be… take care
 Individual
work.

Topic Pronunciation

Saving my dearly  an  Pair group.

planet / ən /
 I. LEARNING DEVELOPMENT:

MOMENTS LEARNING ACTIVITIES TIME

MOTIVATION FOR THE TEACHER FOR THE STUDENT ASSESSMENT
1. Greeting
 By using the right hand to  Greets the class.  Greet the teacher.  SS show their
express greetings to the whole  greetings and respect
OPENING
classroom.
Asks for the date and  -Say the date.
to the teacher. 5
writes it on the board.
2. Introducing the
 Using their imagination
new knowledge  Ask them to imagine the  A ss follow the reader
planet now and then in instruction.  Check if students can
the future: infer what the topic is by 12
 Ss close their eyes. using mental images.
Where will you like to
live?  Students are trying to
guess the lesson topic.
Would you like to live in a
clean world?
3. Describing the a picture of the  Students look at pictures  Check if students are
 Show  Show a picture of the planet and listen to the teacher. able to participate.
new knowledgeplanet and different and images on different
DEVELOPMENTpictures about natural resources and issues  Learn the new  Check if students
environments, resources of the planet. vocabulary about natural answers in a good way
and issues of the planet resources and issues of to describe images
(appendix 1). the planet. 20
 Description or confirmation
about picture content.

4. Guided  Show a picture of different  Ask students to hypothesize  Describe the picture using  The teacher uses an
practice issues in order Ss can say about how the world's climate different environments, evaluation tool about
different solutions to save could change over the next 1000 resources and issues of the predictions.
the planet (appendix 2) years if humans do nothing.
Following by the next question: planet.
What will you do to save the
 Solving activity. planet?
  Explains instructions of the  Listen to the instructions  Checks students’
5. Free
Practice in class (Appendix3) participation
practice task.: ‘‘drawing possible about descriptions
Drawing solutions of our  Do the exercises.
environment  Share information
 Gives an example.
Short dialogue between friends using  Asks students to work in  Answer the question by  Check if students can
6. Classroom
Possible solutions to save the planet say solutions against
pairs doing pair work. CONCLUSION
transfer pollution
 Models the exercise.  Share information.

Metacognition
7. Extension and . Ask questions:  Listen and answer to the  Verify if students have
Metacognition:  Learned the lesson.
consolidation teacher about his
* What have we studied today?
* Why? questions
*How are you going to use?
• Answer if there are possible Ask the teacher their doubts
questions from students
V. CHART OF VALUES:

VALUES ATTITUDES
-Show perseverance in their work.
Responsibility -Show interest about the topic during the whole
class.
Cooperation -Work with their partners.
-Show respect to their classmates’ ideas or
opinions.
Respect
-Follow the rules that the teacher gives.
-Show a positive attitude during the activities
Tolerance Accept teacher’s corrections.

Self- esteem -Feel confident in order to participate.

-Do not be afraid of making mistakes.
-Do not afraid to express his own point of view.

V. EVALUATION:

EXPECTED
ACHIEVEMENT INDICATOR TOOLS
LEARNING
- Student uses his ideas to describe - Voice
pictures - Board
Ask and give
-Selects the appropriate vocabulary to - Pictures
possible
give oral information about them. -Worksheets
solutions.
- Asks for information using the question
What will you do to save the planet?
 VII. OBSERVATION GUIDE.
Trainee: Telmo Gutiérrez Fernández Date: Wednesday 28 November
Topic: “Saving my dearly World’’ Grade: 2nd E

N° Name and surname Indicators

recognizes Says possible Uses
environment, solutions to save the Will +infinitive verb
resources world.
and issues of the
planet.
YES NO YES NO YES NO
01 ARANDA ROSARIO ,STEVEN DAVID
02 BACA PALACIOS ,SERGIO DAVID
03 CARBONEL MENDOCILLA, RAHID
04 DAVILA MARCELIANO, FABRICIO
05 ESCOBAR PADILLA ,NIKOLAY
06 GAMBOA GONZALEZ, CESAR
07 GOSHER ARAUJO, GABRIEL
08 GRANADOS CARBAJAL, JHORDY
09 ROBLES GOICOCHEA, JORGE
10 RODRIGUEZ GAMBOA, NOE
11 ROGRIGUEZ GONZALES ,ANTHONY
12 RODRIGUEZ GONZALES, JEFFERSON
13 RODRIGUEZ REYES ,JOSHEP
14 ROJAS LUJAN ,JEFRIE ANDRE
15 ROJAS MEDINA,LUIS ALEJANDRO
16 ROMERO VASQUEZ,SERGIO
17 RUIZ BLANCO, WILMER
18 RUIZ JULCA,GABRIEL ALEXANDER
19 SANTISTEBAN VERA DAVID LEONARDO
20 SANTOS CARHUAJULCA,BRUNO
21 SEGURA ANDRADE,PAULINO JOSE
22 SOLANO RODRIGUEZ ,CRISTOPHER
23 SUPO LARIOS ,JOHNNY
24 TEJADA PAIRAZAMAN,MICHEL
ALEXANDER
25 TISNADO CHACON, JUAN CARLOS
26 ULLOA JICARO , NICO FABRIZIO
27 VALDIVIA LOAYZA , ESTEFANO JAREN
28 VALLEJO HORNA,FABRIZIO
29 VALVERDE BECERRA,ALEXANDER MIJAIL
30 VEGA ROJAS,CHRISTOFER NICOLAS
31 VIDARTE SOSA,JESUS ANTONIO
32 YSLADO VARGAS,FEFFRY JERALDO
33 ZAVALETA CASTILLO,JOHNNY
BIBLIOGRAPHIE

VIII. SPECIFIC BIBLIOGRAPHY:

o 8.1. FOR THE TEACHER

 Good, T. and Brophy, J. (1996). Education and meaningful learning.

 Piaget, J., & Inhelder, B. (1971). The Psychology of the Child. New York.

 RICHARD, Jack; ROGERS, T. (2003). Approaches and Methods in languages teaching.

Cambridge University Press.

 OXFORD ADVANCED LEARNER’S DICTIONARY. (2010). Oxford University Press.

 LARSEN- FREEMAN, D. (2002). “Techniques and Principles”. 2nd. Ed. Oxford

University Press. New York.

 BERNS, M. S. (1984). Functional approaches to language and language

teaching: Another look. In S. Savignon & M. S. Berns (Eds.), "Initiatives in
communicative language teaching. A book of readings" (pp. 5). Reading, MA:
Addison-Wesley.

 Brooks, J. and Brooks, M. (1993). In search of Understanding: The case for

Constructivist Classroom, ASCD.

 Harmer, Jeremy. (2009). “How to teach English” Longman.
 Baxter, A. (1997) “Evaluating your students”. Richmond Publishing,

London.

 Richards, J., & Rodgers, T. (1991). ‘’Approaches and methods in language

teaching’’. Cambridge University Press, New York.

 Wright, A. (1990) ‘’Pictures for Learning English’’.

o 8.2. FOR THE STUDENT:

 Material provided by the teacher
APPENDIXES
APPENDIX 1
APPENDIX 2
APPENDIX 3
INSTRUCTION III: Draw what you can do now to save the planet in the future
THEORETICA
L SUPPORT
THEMATIC ASPECT

PSYCHOLOGICAL SUPPORT (Brooks, J. and Brooks, M, 1993)

CONSTRUCTIVIST THEORY (J. Bruner)
Jerome Bruner was one of the most influential constructivists. He was
influenced by Piaget’s ideas about cognitive development in children. His
ideas have been widely discussed among educators and teachers.
Some of Bruner’s theoretical principles focus on these ideas:
 Nature of learning and learning process.
 Instructional scaffolding.
 The intellectual development of the learner.
o Learning
Learning for Bruner is an active process. The learning process includes:
 Selection and transformation of information.
 Decision-making.
 Generating hypotheses.
 Making meaning from information and experiences.

Learners are able to construct new knowledge based on their current or past
knowledge.

Bruner focuses on the importance of categorization in every aspect of

learning. This is done through the interpretation of information and
experiences by similarities and differences.

Focus is on the significance of categorization in learning. “To perceive is to

categorize, to conceptualize is to categorize, to learn is to form categories, to
make decisions is to categorize.” Interpreting information and experiences by
similarities and differences is a key concept.

o Effective instruction

Bruner emphasized four characteristics of effective instruction, which emerged

from his theoretical constructs.

1. Personalized: instruction should relate to learners’ predisposition, and

facilitate interest toward learning.
 2. Content Structure: content should be structured so it can be most
easily grasped by the learner
3. Sequencing: sequencing is an important aspect for presentation of
material
4. Reinforcement: rewards and punishment should be selected and
paced appropriately.

Bruner also contends that any child can be instructed any subject in some
intellectually honest form any stage of development. This notion led Bruner to
present his concept of the spiral curriculum which states that a curriculum
should revisit basic ideas, building on them until the student had grasped the
full formal concept
 I.3. PEDAGOGICAL SUPPORT (Brown, 2000)

1.1 INDIVIDUALIZATION

The need to adapt teaching to each student is essential. Thus, the principle
of individualization claims that the center of the educational is the person who
is unique and unrepeatable, so the procedures are adapted to them.
Therefore, education, pursuing this principle, considers the person as a
unique individual from heredity, mental development, intelligence and skills;
school performance, personality, interests and age, since each involves a
particular functional specificity, a particular behavior, language, motor skills
and reasoning ability.

Each student has different ways of understanding, thinking and interpreting their reality

At the start of the class, there will be a presentation of the images of Appendix 1
because some students will be invited to participate to identify the picture.

1.2 PRINCIPLE OF SOCIALIZATION*

Man becomes social through community and his contact with other men; each
subject is born within one and is made with the values and criteria that govern it.
The process of socialization is possible thanks to the social agents, it is the institution or the school,
in this case it is an institution where this activity has been developed. The main element is the
communication that occurs between students and thus promotes the principle of socialization.

To live in society, students identify their values and knowledge in the classroom, and
through which they build their psychological and social identity.
Summary: Socialization implies the recognition of others, of its dignity; it
causes to have solidarity and to share.

3.Lanser Freman (diane 2000 )

*https://fr.wikipedia.org/wiki/Socialisation
 1.3 PRINCIPLE OF THE ACTIVITY *

Current education is based on the personal activity of the student. Without personal
activity, there is no learning. The activity is based on the needs and interests of the
student, motivated by his own learning. The teacher shares these concerns with the
curriculum and program objectives. It must be based on the principle that it is more
interesting to learn processes than the results themselves. The activity is also a process to
learn.
For a teaching to be active, it must start from the programming of activities, present to
the student problematic activities of affordable solution at their level which have, if
possible, visible results, which allow the student to interest in their learning and facilitate
evaluation. Self-assessment of learning.

The activity is a process where the student will show interest in learning the target language

It will be applied when students make the worksheet that will be given by the trainee so
that students who need to make sentences and saying some predictions in the future to
save the planet Appendix -3)

* www.csrdn.qc.ca/discas/Apprentissage/activiteApprentissage.html
 2 DIDACTIC SUPPORT 4

3.1 COMMUNICATIVE APPROACH (Bérard, 1991)

The communicative approach is one of the main methodologies of language didactics.

It is preceded in time by the traditional and direct methods, and the audiovisual
method. The method is based on the principle of communication skills.

Originally used in the school context, the communicative approach, also called natural
method, focuses on the different aspects of language, including written and oral
comprehension and writing, thus constituting a very comprehensive approach to
learning about languages. languages. Previous research on the communicative
approach among non-native speakers showed that most students from such an
environment preferred this method to improve their English.

In today's classrooms, students come from a variety of backgrounds and backgrounds.

This development encourages teachers not to use only one specific method adapted to
the student's needs. The use of a differentiated approach involves modifying the
content of a course and the methods used8. Students learn the same thing, only the
learning method differs. The benefits of differentiated education are not only for
students learning a language, but also for the teacher. He can better understand how
the student learns

The students will understand the small dialogue (Appendix-3), they will report on
how to give possible solutions to save the environment in the planet, and they will
be motivated to participate to compose a short dialogue.

4-https://fr.wikipedia.org/wiki/Didactique_des_langues_étrangères
LANGUAGE TEACHING / LEARNING TODAY

 Learner Centering

Motivation must be taken into account more and more carefully The behavior of each
person in front of a task, whether on paper or on digital media, can be very revealing of the
class practices to put in place.

When the trainee shows pictures of Appendix 1, Students will attract attention and they
will be motivated to participate to identify the environments and issues of the planet in
each image shown by the trainee.

• The social dimension

The communicative approach concerns interactions in the classroom. According to Legros

(Legros et al., 2002: 32), "thought is not an activity that is in the individual's head, but
rather in the connections and interactions between, on the one hand, individuals human
beings and, on the other hand, the objects of the world which thus constitute cognitive
tools of assistance to the construction of knowledge ".

After giving the sheet (appendix 3) and the practice with the trainee, the
students will be able to be sociable and they will complete their knowledge.
In this section, students compose and practice the small dialogue that the
trainee gave them.

* http://www.diva-portal.org/smash/get/diva2:204837/FULLTEXT01.pdf
III.TECHNIQUES OF LEARNING: ( Larsen Freeman, 2000)

 Presentation of images

Indeed, the image, whatever it is, brings a reflection that it is then possible and
essential to verbalize when one aims at a language other than the mother tongue.
Talking about what we see, in a simple vocabulary, of what we feel, perceived colors,
these are examples of possible starting points for communicating in another language.

Each image of Appendix-1-2 will be shown on the board for the trainee and in this way
the students will have a great visual aid so that they can understand their environment
and be able to learn new vocabulary about the planet, its resources, its issues.

 Questions and answers :

They will help the teacher to control the class and attract the attention of the whole
class, They give the students the opportunity to show their knowledge and also their
doubts.

After showing pictures, 1 and 2 the trainee will be of great help to clarify some doubts,
and so that students can have more attention.

 Individual work
There will be times when we have to let students work on their own without help. This
or the students will do their activities individually with a little external pressure
because they can rely on themselves rather than on others.

Using the pictures in Appendix 3 Students learn to do the exercises themselves so that they
can learn from their mistakes and correct them later.
TEACHING MATERIALS (Wright, 1990)

 Body language

The use of hands, facial expressions and other body parts can help to understand the
subject more clearly and so there can be communication between the teacher and the
student.

To give more sense in the class by using Appendix 1 and Appendix 2, the trainee uses
his hands and a few gestures to explain certain contexts that are produced in real
life.

 The images

The use of images will be used as a motivation for students to analyze the images in
this way in order to understand the situation we want to achieve, for example: Actions,
time, places.

There is a wide variety of resources to use in drawing: drawings, prints, magazines.

Appendix 3 will serve as a means for students to identify the context that
occurs in this situation and to be able to relate it to the subject.

 The board

The table can be used to draw, write or paste images.

Teachers make a fond use of this help as the activity of putting in order

The table will serve as a support to show the images of appendix 1, 2

and 3 with the projector so that the students will be able to pay
attention, observe and perform some exercises
III. EVALUATION

ÉVALUATION (Baxter, 1997)

The evaluation informs us about the level of learning of our pupils and helps us discover
where and in what a pupil has difficulty or of the progress of learning but we can
especially have difficulty because all schools are not same and they need particulaires in
the country. However, that the evaluation is a useful tool for the teacher to know the
weaknesses and the capacities of the pupils, not to discourage them.

FORMATIVE EVALUATION: (Baxter, 1997)

It is a method of judging student work while doing different activities. The Trainer
Evaluation focuses on the process; teachers evaluate during the whole class observing
who participates, reproduce the learning by doing the task. The purpose of formative
evaluation is to validate or ensure that the goals are achieved and to identify the
difficulty of learning. If there are difficulties during the lesson, the teacher tries to guide
students. The teacher evaluates the process using different techniques and activities.

It is the evaluation that is fully integrated with learning; it intervenes before, during and
after the training course. Focused on the student, she measures her results according to
operational objectives. It also tells the teacher how his educational program is going and
what obstacles he faces.

• Formative evaluation is a regulator of teaching action. The formative evaluation forces

the teacher to make the learning objectives more visible to the student.
• Formative evaluation is to reconsider the status of the error
• Summarize the essential elements they retain from a course individually.
• As a team, explain to colleagues what they understood about the content presented
• Doing a formative evaluation is collecting data and seeing how they evolve
• With the formative evaluation, we can reproduce an assessment if it is not successful by
the student.
• The formative evaluation is a negotiation tool between the different parties involved
The trainee will calify the students to show and practice with the question What
will you do to save the planet?(appendix 3 )and the students will be able to do a
little dialogue.
Also students take a review of the knowledge seen on their participation for
saying differents occupations to’’ that had been practiced by the entire class.
 VI. DISCUSSION 

 The purpose of this learning session is to know and use vocabulary about the environment,
its resources and its issues, so it is necessary to use learning materials such as mental
pictures and worksheets.
 All class should be based on psychological support, for this reason, I chose constructivism
because it says that knowledge is built by the learner on the basis of mental activity.
Students are considered active organisms seeking meaning, meanings. Constructivism is
based on the assumption that, by reflecting on our experiences, we build our own vision of
the world in which we live.
 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. In addition, the third is the principle of the activity, which speaks that the
students will improve their knowledge of the language of the world if they are constant
activity.

 In the communicative approach, language is like an instrument of communication or as an

instrument of social interaction. It is based on the idea that effective communication is
necessary for effective learning, teaching activities are activities that help build knowledge,
not knowledge transfer activities.

 The chosen class techniques are the presentation of mental images that emphasize the
visual, auditory, or kinesthetic characteristics of an experience. Another technique we have
chosen is the pictures, questions and answers that help the teacher control the class and get
the attention of the whole class.
 On evaluation, we took two types that are; formative evaluation and aptitude assessment.
The main objective of the first one is the regulation of the learning process and it allows the
learner to evaluate himself what he knows. Moreover, the purpose of the aptitude
assessment is for the student to put the skills for the learning he has developed into play.
VII. CONCLUSION

 Students learn faster using learning materials such as mental pictures and
worksheets because they facilitate students' understanding the real world.

 Psychological support makes it possible to know and verify the teaching-

learning process of students and allows the teacher to acquire important
information from students.

 Pedagogical support allows taking 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.

 In the context of the communicative approach, the learner builds his

knowledge from the interactions he has with others and the socio-cultural
milieu in which he is then, the teacher will bring the students to express
themselves, to draw play or act in a way that leads to understanding.

 Techniques and teaching materials are very useful to motivate and attract the
attention of students during the class.

 Assessment is very important to check if students have learned and understood

the whole class according to objectives.
BIBLIOGRAPHY

RICHARD, Jack; ROGERS, T. (2003). Approaches and Methods in languages teaching.

Cambridge University Press.

OXFORD ADVANCED LEARNER’S DICTIONARY. (2010). Oxford University Press.

LARSEN- FREEMAN, D. (2002). “Techniques and Principles”. 2nd. Ed. Oxford University Press.
New York.

BERNS, M. S. (1984). Functional approaches to language and language teaching:

Another look. In S. Savignon & M. S. Berns (Eds.), "Initiatives in communicative
language teaching. A book of readings" (pp. 5). Reading, MA: Addison-Wesley.

Brown, D. (2000). “Teaching by Principles, an interactive Approach to Language

Pedagogy”. 2nd Ed. Pearson Education. Iowa, USA.

Piaget, J., & Inhelder, B. (1971). The Psychology of the Child. New York.

Richards, J., & Rodgers, T. (1991). ‘’Approaches and methods in language teaching’’.

ambridge University Press, New York.

Wright, A. (1990) ‘’Pictures for Learning English’’.

ATHERTON, J S. (2013). “Learning and Teaching”  Piaget's developmental theory,

Cambridge University Pres.

Berard, E. (1991) ‘’L'approche communicative. Théorie et pratiques’’

Baxter, A. (1997) “Evaluating your students”. Richmond Publishing, London.

Brooks, J. and Brooks, M. (1993). In search of Understanding: The case for

Constructivist Classroom, ASCD.

Cadre européen commun de référence pour les langues. (2001)

Larsen-Freeman, D. (2000) Techniques and Principles in Language Teaching.

Piaget, J., & Inhelder, B. (1971). The Psychology of the Child. New York