. Universidad Católica de la Santísima Concepción English Pedagogy Programme PPV LESSON PLAN SDL Unit: 2 - Entertainment Level: Length of lesson: Student-Teacher’s name: 2nd grade 45 minutes Diego Ulloa – Jóselyn Gutiérrez School: CEIA MASS Aim: At the end of the lesson students will be able to comprehend general and specific ideas from the song “My heart will go on”. Aids: Computer Data Show Whiteboard SpeakersAdapted from University of Sussex
Stages Activities Strategies Time (min) What the teacher is going to do What students are going to do…Pre-listening T shows the students a picture Ss see the picture and Making inferences 10 of the film ‘Titanic’ and asks comment on it. min them if they have seen it. T asks the students to name the Ss say the name of the song Making inferences song they are going to listen and list some words they and what words they think they think they are going to be on are going to be on it. it. T asks the students to predict Ss comment on the images Predicting what images they are going to they think they are going to see in the video from the words see from the words already they said. And what they think said. the song is going to be aboutWhile-listening T plays the song and asks them Ss listen carefully to the song Checking 20 to check their predictions. in order to check their predictions min predictions about it. T plays the 3rd verse of the Ss listen carefully the 3rd Understanding main song and asks the students to verse of the song in order to ideas. write down at least 2 or 3 write down some themes themes related to the song. related to it.
T asks the Ss to write at least Ss write some themes that are two or three themes that are found in the film. found in the film. T asks the students to relate the Ss relate the themes from the Understanding themes from the song and the song and the themes from the specific ideas themes from the film. film. T plays the 3rd and 4th verse and Ss listen carefully to the 3rd asks the students to fill in the and 4th verse of the song in gaps. order to fill in the gaps provided. T asks whether the words they Ss make some comparison Comparing ideas filled the gaps with had between the themes and the anything to do with the themes words they filled in. they wrote.Post-listening T asks the students to propose a Ss propose a different ending 15 different ending for the film for the film. min
. Universidad Católica de la Santísima Concepción English Pedagogy Programme PPV LESSON PLAN SDL Unit: 2 - Entertainment Level: Length of lesson: Student-Teacher’s name: 2nd grade 45 minutes Diego Ulloa – Jóselyn Gutiérrez School: CEIA MASS Aim: At the end of the lesson Ss will be able to comprehend general and specific ideas from the trailer of “Toy Story 3”. Aids: Computer Data Show Whiteboard Speakers ToysAdapted from University of Sussex
Stages Activities Strategies Time (min) What the teacher is going to do What students are going to do… Making inferences Pre-listening T asks Ss to say aloud some Ss answer to the Teacher what 5min words they associate with words are associated with the “Friendship”. word “friendship” T shows Ss some pictures Ss watch on the whiteboard some related to the video. pictures related with the vocabulary of the video T asks Ss to predict what the Ss brainstorm their ideas about Predicting video is going to be about what the video is going to be from the previous pictures. about.While-listening T plays the video for the Ss to Ss watch the video to check their Checking predictions 25 mins. check their predictions. predictions. T asks Ss to identify what type Ss tell the T what type of speech of speech they are listening to they listened to. (ex. Informative, advertising, etc). Understanding main T shows Ss some True or false Ss decide whether the sentences ideas sentences. are true or false. T shows Ss some multiple Ss answer the questions shown. Understanding specific choice questions on the ideas. whiteboard related to the
trailer.Post-listening T asks Ss to put themselves in Ss put themselves in Andy’s Connecting the topic 15 mins. Andy’s shoes. They have to shoes, so they choose one toy with personal experience. choose just one toy from a box from a box and explain why they and explain why they choose chose that toy. it. T asks Ss to share their Ss share their answers and answers and make comments comment about the influence toys about their childhood and the had on their childhood. influence toys had on their lives.
TBL Lesson Plan.Unit: Level: Date: Time: Length: Teacher:Entertainment 2nd grade 90 Joselyn Gutiérrez minutes Diego UlloaAims:At the end of the lesson students will be able to express their films preferences, written. Assume Knowledge: Kinds of films Simple present tense Adjectives How to give reasonsAnticipated problems: Possible solutions: Aids:Students may have problems in identifying the The teacher shows students some pictures of different Whiteboarddifferent kinds of films. films and they have to identify what kind of film they Markers are. CarboardsStages of the class Purpose What am I going to say? Interaction Skills TimingProceduresPREPARATION STAGE: Warm-up T tries to activate the Eliciting the T: Good morning class! T-Ss. Speaking 5 minutes background knowledge vocabulary needed T: I have two tickets for the cinema on asking for different kind of for tasks later. Sunday afternoon. films. T: This is the billboard for this weekend. T: Could you recognize these kinds of T contextualizes the class. Communication of films? the Objective S: Yes /No/So So/Some of them… T-Ss Listening 2 minutes T: What do you think is the best kind of film for me? S: maybe action films, romantic films…. Drilling the T: I like comedies, because they make exponent me laugh. And today you are going to learn how to express film preferences. Ts - Ss listening 8 minutes T presents vocabulary Modeling the
vocabulary T: So, if you like this picture (science Personalize fiction) you are going to say “I like or I prefer science fiction films”, and then the T-Ss Speaking 5 minutes reasons why you like. Ss-T T: Please, repeat after me: I like science fiction films, because they have Set the task spectacular effects. T: Juan, tell me any kind of film that you like.1.2 Assignment of the task The teacher asks the Engaging Ss, T: Now, you are going to work with T- Ss Listening 5 minutes student to work in pairs, stating purpose, everything you know about how to and choose a film. assigning task. express films preferences. T: You have to find a partner, quickly please. T: You have to create a poster about your film preferences, with the material that you bring. The teacher tells the T: I need you to put on your tables the T –Ss writing 40 minutes students the instructions of cardboards, the pictures or drawings, (more less) the task and asks the pencils, etc. You have to choose one film students to put the material genre that you like, then put a picture or on the tables in order to a drawing of a film, later write a sentence create a poster about their to express your preference and then give films preferences. the corresponding reasons of your choice. T: Be creative, use colors, and everything you want, feel free to create. T: Do you understand? Please Fabian tell me what you have to do??TASK DEVELOPMENTSTAGE Students work in pairs Use of new T: Do have any doubt? Can I help you? T – Ss Writing 8 minutes completing the task. The language, Any question? Oh I think that you are teacher goes around autonomy. doing a great job, well done! Ss – T helping the students. The Monitoring, teacher takes notes on Feedback.
errors to correct them later.POST TASK STAGE The teacher presents some Improve the T: (1) Ok, I noticed that some of you T-Ss Speaking 5 minutes mistakes that students language. wrote: made during the task with Grammar use. I likes musical films. What do you think the purpose of analyze about that? The verb does not correspond them. to that pronoun, who can tell me the correct form? (2) Oh! What do we have here? I like documental films. Mistakes correction T: Ok, so the correct form to express the T- Ss Listening 8 minutes preference is I like… or I prefer… And the correct form to the adjective is Ss –T documentary. So you can say I like documentary films. Remember it, because it is very important. Improve language, T: So students, did you learn how to Ss –T Speaking 4 minutes grammar in use express your films preferences? T -Ss Ss: yes !! T: So, now that everything is clear, for the next class you have to bring your poster finished.