LESSON PLAN

I. GENERAL INFORMATION

1.1.Educative Institution : UNSM - TARAPOTO

1.2.Year of instruction : 4°
1.3.Component : Oral and written
1.4.Theme : “CLOTHING”
1.5.Time : 45’
1.6.Number of students : 16
1.7.Trainee : De la Cruz Calderon Tania
Ramirez Mezones Charles
1.8.Trainer : Lic. Euler Castillo Pinedo

II. METHODOLOGICAL STRATEGIES

2.1. Method : Communicative

2.1.1. Techniques : Repetition drill, Question and Answer.

Skimming and Scanning, Authentic Materials,
Work groups and Language Game.

2.1.2. Materials : Board, wallpaper, markers, blue tack, pictures,

Clothes.vf

2.2. Evaluation : Hetero-evaluation

III. EXPECTED OUTCOMES

3.1. Transversal content : Environmental Education.

3.2. Fundamental capacities : Critical and creative thought.
3.3. Area capacities :

3.3.1 Oral Comprehension and Expression:

▪ Students answer the question of the game.
▪ Students select and compare the clothes.
3.3.2 ​ Text Comprehension​:
▪ Students evaluate the content of the sentences to determine if they are true or false
according to the dialogue.

IV. BASIC CONTENT

4.1. Grammar : Comparative Adjectives.

4.2. Lexical items : ​Pants, Jacket, shirt, Skirt , Blouse, Belt,

Sandals, Shoes and Tie
4.3. Phonetic transcription : ​ ​ /pænts/,/ˈʤækʌt/,/ˈʃɜrt/,/ˈskɜrt/,/ˈblaʊs/
/ˈbelt/,/ˈsændʌlz/,/ˈʃu:z/,/ˈtaɪ/
 4.4. Previous knowledge : Verb “to be” and adjectives

V. BIBLIOGRAPHY

▪ EDICIONES SM S. A. C.
English, Student´s Book, 4th Secondary

VI. METHODOLOGICAL STRATEGIES

1. Situation to get previous knowledge​. (minutes)

▪ Teacher greets to students and asks for the date.

▪ Teacher says: Good morning students. How are you today?
What day is it today?
Students answer: Today is…
▪ Teacher sticks the date on the board
▪ Teacher act to elicit the topic of the class.
▪ Teacher asks the student for the topic: what is the topic for today?
▪ Students answer.

​“CLOTHING”

2. ​Situation to elaborate new knowledge​ (minutes)

▪ Teacher presents the new vocabulary.

Pants Jacket ​ shirt ​Skirt Blouse

​ Belt Sandals Shoes Tie ​ ​glasses

 ▪ The teacher reads and the students repeat the vocabulary.

▪ The teacher present a short dialogue

▪ Teacher presents the character of the dialogue.
Michelle invite to Jazmine to know her new closet.

J​ ASMINE´S CLOSET
Jazmine:​ ​ ​oh! You have more beautiful clothing than me.
Michelle​.​ ​Yes. Look at this red blouse, it is shorter than blue
blouse, do you like?
Jazmine:​ No I don´t like. Mmm the red blouse is uglier than all
blouses. I like long and dark blouses.
Michelle:​ Your shoes are nicer than my sandals.
Jazmine:​ Yes, I like my shoes.

▪ Teacher asks some volunteers to read the dialogue.

▪ Teacher stick up some sentences of the text on the board and the students write true or
false.
● Write true ( t )or false( f )

➢ Michelle has more beautiful clothing than Jasmine………………………( )

➢ The blue blouse is shorter than red blouse………………………..………( )
➢ Jasmine like long and dark blouses……………………….………………( )
➢ Jasmin´s shoes are nicer than Michelle’s sandals………………..………..( )

▪ Teacher explain the grammar:

Adjective Comparative form Example

Beautiful More beautiful − You have more beautiful clothing than me.
Short Shorter − it is shorter than blue blouse
Ugly Uglier − The red blouse is uglier than all blouses
Nice Nice − Your shoes are nicer than my sandals

​3. ​Situation to incorporate learning to life​ ​(minutes)

● The students make 4 groups of 5.

● Teacher explain the instruction about the game.
 4. ​Situation to evaluate​ (minutes)

● Teacher puts a lot of clothes into the box then the students choose two clothes that
like.
● The students compare these clothes.
 CONTENT CAPACITY OF THE INDICATOR INSTRUMENT
AREA

Oral expression and Students select and

“DESCRIBING compression Observation sheet
compare the clothes
CLOTHES”
using comparative
adjectives.

VIII. ​SUGGESTIONS
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 OBSERVATION SHEET

INDICADOR
Students compare the clothes using TOTAL
comparative adjectives.
NAMES

Vocabulary Pronunciation Fluency grammar 20

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