Reading lesson plan in an english teaching learning process.

Abstract

In the present work, the systematization of lesson plans based on the linguistic skills for learning the English language is addressed, where the experience is the main input of the degree work done by the student-teacher of the Pedagogy of National Foreign Languages (PINE) of the Universidad Laica Eloy Alfaro de Manabí (ULEAM) Extension Chone. The purpose of the TEFL degree guide is to serve as an easy-to-use tool for teachers to assign the corresponding activities to their students and to guide them through the tasks in a sequential manner. Currently, the teaching-learning of languages has been addressed by several authors with different innovative and interesting proposals to improve the teaching of languages, specifically English, which implies deepening the theoretical assumptions related to methodologies, didactic strategies and actions that allow teachers to broaden their perspective about the teaching process, and students to facilitate the process of acquiring English as a foreign language. Hernández, (2019) considers in his work that methodological competence acts as a conditioning factor of the teaching-learning process, and that an optimal development of methodological (didactic) competence is required. This is assumed as a fundamental element in the TEFL planning process. Zabalza (2003) cited by Jofré, G. and Gairín, J. (2009) argues that the ability to plan is the first major area of competence of the teacher. Hence the need to systematize the lesson planning process after students have completed their pre-professional internships and as a prelude to their future work as teachers. Gairín (2011), According to the author, Methodological Competencies are those that link knowledge with the students' reality, incorporating the students' experiences and the teacher-student interaction during the teaching process.