1. Lesson plan
Activity Procedure Material Posible problems
Time and solutions
5 Use flash cards to identify The teacher is going to use Flashcards To forget the
min the demonstrative flash cards to get the material and
pronouns students into the topic, the solution to draw
teacher shows flashcards on the
about anything and ask the whiteboard
students simple questions
like: which are the apples?
20 Read a text and underline the teacher is going to ask Book The students
min demonstrative pronouns the students for the Pencil don’t have the
and words that they don’t pronouns they found and notebook book and
understand afterward explain the solution is to
words the students didn’t have the copies
understand and they have
to write those words on
the notebook
10 Create a little story using The teacher ask the Notebook Maybe the pairs
min the demonstrative students to create a story pencil don’t work and
pronouns with demonstrative just talk, the
pronouns in pairs or trios solution is
change the pairs
5 The student stick and Make teams and they have Felt board The students
min unstuck on a felt board to stick the word on the destroyed the
the demonstrative correct place of the felt felt board and
pronouns on the board, at the final we solutions to
corresponding place check the activity in the punish them
whole group
10 The students have to The students fill the gaps of Copies There are not
min answer a copies with a copies that the teacher pencil enough copies
demonstrative pronouns give them using and solution is
demonstrative pronouns make more
copies.

2. Justification
The lesson plan is based on the theories and concepts about the second language
acquisition and the adolescent development.
The first activity is to use flash cards to teach demonstrative pronouns, we consider
the critical period hypothesis wish says that once a child has reach the puberty its
brain's natural ability to acquire language significantly diminishes, we have to find
other effective ways to they learn, we can’t rely on any mental mechanisms used to
acquire the first language, this is why we decided to use flashcards because
nobody learn the first language through flashcards, this is other mechanism and
according to the behaviorist theory the correct language production by repetition
and memorization creates the best habits to learn a new language.
The second activity is to read a text and underline demonstrative pronouns and
words they don’t understand, and at the final of the activity the teacher explain
them what they didn’t understand, the information-processing perspective includes
perception and the input of new information; the formation and organization of
information and output strategies, with this activity the students can store, form and
organize the terms we explain them, they will have input of new information and
output strategies with the terms and rules of the text that we explain them, it also
works to avoid fossilization.
This activity is for 20 minutes because the concrete operations stage of the
egocentrism is from 7 to 15 years old and at that age they have logical and
multidirectional deductions, it means that this activity takes time to them, they think
more and harder, also other important factor is that the students are completely
beginners in the English.
The third activity is to create a story using demonstrative pronouns, this is because
in the class we observe that the students showed diffusion, this is low level of
search and identity and with this story they’re going to use their own ideas, this
works to they know themselves better and to motivate them using their creativity at
the same time they learn the topic.
The fourth activity is to make teams to stick and unstuck demonstrative
pronounces on a felt board, the ability to memorize and language learning
strategies are factors that affect the second language learning, this facilitate them
how to memorize and learn because they’re playing and repainting.
The final activity is to answer copies with demonstrative pronouns, this is to
evaluate the students learning, solve doubts and avoid fossilization.