Secondary

1. Gieser Leticia – Class 3 – Secondary Level - TPD
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I.F.D.C. LENGUAS VIVAS
TALLER DE PRACTICA DOCENTE
Alumno Residente: Gieser Leticia
Período de práctica: Nivel Secundario
Institución Educativa: Colegio Cavagnaro
Dirección: Calle 70 n° 2753
Sala / Grado/ Año – Sección: 4to año
Cantidad de alumnos: 30
Nivel Lingüístico del curso: Pre – Intermediate
Unidad Temática: Behind the Scenes.
Clase N°: 3
Fecha: 3023/10/2017
Hora: 9.50 a 11.50hs
Duración de la clase: 120’
Teaching Points:
Revision of Passive Voice Present (affirmative)
Revision of regular and irregular verbs.
Revision of movies genres.
Use of the new structures: Past Passive/ Present Passive negative.
Learning Aims
During this lesson, learners will be able to:
Develop their speaking skills by describing different movies (actual and past movies) and
different sentences in negative form.
Develop writing skills by completing a card about a video information.
Develop speaking and listening skills by interacting with peers and the teacher and by
listening and talking about a video.

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Develop their writing skills by asking questions in context using the target structure.
Develop their critical thinking skills by reflecting on movies that they know.
Language Focus
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Present and past
movies.
Films of the century.
Recognize and
describe actual and
past films.
Talking about the
most relevant films
on the century.
Recognize the title
of the movie
according to the
description.
Identify if a
sentence is Passive
or active.
Recognize present
or past passive
voice
Past Passive
voice (was/were)
affirmative.
Do you like…?
Did you
watch…?
Do you know…?
Sound /θ/ as in:
Labyrinth, third, think,
Smith.
NEW Behind the Scenes
vocabulary: cast –
costumes and make-
up, photography,
script, soundtrack,
special effects.
Recognize and
describe people
who are behind the
scenes.
Identify the new
vocabulary.
Recognize negative
Past and Present
Passive Voice.
Past Passive
negative
(wasn’t/weren’t)
Present Passive
(isn’t/aren’t).
Have you
seen…?
Do you
know….?
Can you tell
me…?
What’s this?
What can you
see?
Initial /s/ sound as in:
special effects, script,
soundtrack, Steven,
scenes
Teaching Approach: Communicative approach
Integration of Skills: in this lesson plan, students’ listening and speaking skills are integrated
through students’ interaction with the teacher and among them. In addition, a video about
‘Drácula’ Dracula’ (his story and other about behind the scenes) will be used to expose
students’ to the L2. As regards reading and writing skills, students have to read and write
some sentences using negative form. At the same time different sub – skills are developed

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through the activities, such as relate, complete, associate, make, in which students are actively
involved. Moreover, students will develop their critical thinking.
Pedagogical Use of ICT in class: In this lesson, two videos will be used to support the
presentation and exposure of the students to the teaching point. Activities organised through
the combination of audio and video (audio-visual material) enhances language learning and
acquisition.
Materials: white paper poster (Afiche), Cards, images, board, and flashcards related with the
topic. In addition, a projector (in the technology room), audio player will be necessary to
watch the video. Pupil’s book (Heading Forward – Pre Intermediate – Richmond) page
91/92. Sheet of white paper and colour envelopes. CD from the book track 2.27. Photocopy.
Seating arrangement: the students will be sitting as usual to work with their partner. We will
move to another room, so I will sure that they will be comfortable to work in pairs and
groups.
Cooperative work: learners will work with their partners to discuss the video, exchange ideas
and retrieve previous knowledge. A socio – constructivist perspective is based on the premise
that human beings learn through building their knowledge and experiencing while
communicating and cooperating with others.
Possible problems / difficulties and possible solutions: the activities may take longer than
expected. That is why it is necessary to check the time spent during each activity so as not to
run out of time for the production stage.
Students will surely use their mother tongue to refer to some unknown vocabulary. In this
case, I will provide them with the equivalent in English.
Potential problems students may have with the language: if students do not remember new
items, I will use different techniques to help them such as repeating, giving them the first part
of the sentences so they can complete it and giving students a positive feedback to encourage
them to participate.
The activities proposed will also help them consolidate concepts as well as help them correct
some mispronunciation difficulties as regards the movies’ name or genres. I will explain as
many times as they need the new topic (passive voice (present and past) - negative).
Assessment: what will be assessed and how: pronunciation, identification of new items and
understanding of questions will be assessed by asking questions individually for example; can
you tell me an example? What did you watch? What did you like?...etc and observing
students’ development during different instances of the class. Echoing will be a method for
checking listening comprehension. Through this technique I will avoid giving students the
correct answer and I will encourage them to correct themselves.
Routine (5’)
Hello everybody! How are you today?
Students will answer.

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Transition: ‘Ok, today we are going to work hard! Therefore,….quickly we have to seat sit in our
places. Are you ready?
Warm – up (15’)
The teacher will divide the class in file 1 and file 2 the class. Therefore, she will give to every student a
sheet of white paper with a colour envelope. The file number 1 (every student) will write a sentence in
Present Passive, (it could be about something that we learnt about movies, their favourite movie,
actor, etc). Then, file number 2 will write sentences in Past Passive. Therefore, when they finish, they
will have to put his/her card in the envelope and switch with the partner that corresponds to the other
file (the front children with the front and so on); so the students that receives the envelope, has to
read the sentence and tell if it is ok or not. This will be checked with the teacher aloud in the class.
Here the teacher will help to students writing some verbs/ subjects to inspire them; such as:
- Play / some movie / actors / directed / produced / make/ write / books/ create / based / film
Transition: ‘Great job kids!’ ‘Now, could put the paper away and give it to me, please? ‘Well, thank
you! Let’s keep on working’
Presentation (25’)
Here the teacher will show to students the next picture about Dracula: (she will show it in the
projector)
Here, she will ask about who is he?, do you know him? Did you watch any movie, or series about
him? Can you tell me? What was this movie about? What genre is it?
Transition: ‘Well, as we talked about Dracula, let’s watch a little more about this wonderful character’.
Teacher will show the next video:
https://youtu.be/nu0dJGCh-fE
Comentado [A1]: Context? Do you think it will be easy for them
to come up with the sentences out of the blue? How can you
prompt their productions? You can suggest some verbs / subjects
and examples to inspire them.

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However Here the teacher before watching the video will give to students a small photocopy where
they have to complete with the information from the video:
Together will check the information about the card, if they have doubts, she will help them.
Video
Film:
Age:
Place:
Based on a book written by:
The character was based on:
Genre:
Comentado [A2]: Wrong connector.

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When they finish, together will discuss about what they have watched, the information that they have
completed and the teacher will ask some other questions such as “what was the story about? Do you
like this kind of movies or stories? Did you know his story? What is its genre?”
Transition: ‘great job’ ‘Now, we have to work with a new information that it also it takes part of
‘Dracula’ movie…’
Procedure (30’)
The teacher will play the next video:
https://youtu.be/41ftTf87RLw
Here the students will watch ‘behind the scenes’ about Dracula movie.
Transition: ‘Ok kids! Pay close attention to this video. We just will watch some minutes because it is
quite long. In it, we will watch how a movie is making. Pay attention to costumes, make – up and so
on (she will mime to students understand).
Comentado [A3]: Give them a purpose for watching. What can
they focus on??

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She will play only 3 minutes, because it is very long and probably they get bored. When they finish
watching the video, the teacher will ask about what they watched, so they will answer ‘how to make a
movie’ so here the teacher will ask on the board:
BEHIND THE SCENES
In addition, she will invite to students to say what they think about that, all the things that they will say,
teacher will write on the board around that title.
Next, she will show different flashcards with its name about the new vocabulary related with the
behind the scenes:
CAST (PROTAGONISTS)
Comentado [A4]: Good

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COSTUMES
MAKE UP
photographer

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SCRIPT
SOUNDTRACK (MUSIC)

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The teacher will stick on the board the flashcards and she will encourage writing (together) a brief
description about them, for instance:
The cast of a movie are the protagonists or main characters.
She will invite some students to write it on the board.
Costumes:
Make up:
Photography:
Soundtrack:
Script:
Director:
Once they saw and read all the flashcards, the teacher will write the next sentences on the board:
Dracula was not made only movie. It was made musical.
The script was not written by the producer.
Probably they will realize (quickly) that these sentences are negative, so when it happens, the teacher
will explain that to make negative sentences they will have to add not. So it will be:
Long Form: is not/ was not / were not/ are not
Short Form: isn’t/wasn’t/weren’t/aren’t.
Comentado [A5]: ?????
Meaning??

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Then the teacher will encourage to students to make negative sentences with these ones in their
folders, here the teacher will say to students that those sentences are wrong, so they will have to re
write correctly.
The costumes were designed by the actor.
The new Dracula is acted performed by Tom Cruise.
Dracula was written by Spielberg.
This movie was directed by Tim Burton.
The movie was awarded two Oscars.
Transition: ‘Excellent job! We worked and learnt a lot about Dracula’ so….let’s keep working with
that…
Activity 1 (5’)
Page 91 from Students’ Book. Here they will have to complete a text using present or past passive.
Then they will check with the teacher and listening if it is ok.
Transition: ‘Great! Now, take your folders, we are going to write a little’.
Activity 2 (20’)
Teacher will stick the next information on a paper poster on the board:
Comentado [A6]: Focus on meaning. Tell them the sentences
are incorrect. Thus, they have to make them negative.

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So together, they will complete the information about Dracula, for instance: they will choose Fast and
Furious movie, so here they will complete: ‘it’s a science fiction movie. It’s set in Tokio….’. Next, she
will encourage them to do the same. She will ask themat to think about a movie that they like, and
think about the information that they need. This activity will be done in pairs.
Transition: ‘Try to not repeat the movie, because then they you will have to play a game.
Teacher will give the time (10’) that they need to do that. Of that way, every pair will write a brief
description about their movie. Finally, they will read it aloud to the class, and their partners have to
guess what movie it is about.
Transition: ‘perfect kids!’ ‘Now take your students’ book again please, open on at page 92’
Activity 3 (10’)
The students will have to match the pictures with the new vocabulary in point 1, and then they will
have to replace the underline words with words from exercise 1 in point 2.
Point 1
It’s a/an ………… (type of film) film. It’s set in ………..(place) in
………..(time). The main characters are played by………….. (actor’s
name). It’s about ……………….(story). I think it was directed/produced
by …………. (name). I think it was made in …………… (year).
Comentado [A7]: What if they don´t know all the required
information? Are they allowed to use their smartphones to look it
up?
Comentado [U8R7]: They have internet acces in the room, so
they could solve it correctly.
Comentado [A9]: How much time?

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Point 2
Closure (10’)
The teacher will stick a white paper poster with the next table:

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Here teacher will invite some students to pass and complete the chart.
Transition: ‘Excellent jobs kids!’ ‘See you the next class!’
Affirmative Negative
- Dracula was based on a movie.
- ………………………………………..
-
- The Return of the King released
in 2002.
- …………………………………………………….
-The Lord of the Rings films weren’t made
in England.
- ……………………………………………………..
Lesson plan
component
Excellent
5
Very
Good
4
Good
3
Accepta
ble
2
Below
Standard
1
Visual
organization
x
Coherence
and
sequencing
x
Variety of
resources –
Learning
styles
x
Stages and
activities
x
Teaching
strategies
x
Language
accuracy
x
Observation
s
Nice lesson! Have a look at the comments, pls.
Have a great time!
Aure
Comentado [A10]: Examples of their own or from the lesson?

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