Gieser lesson plan 1 secondary level - corrected

TPD – Gieser Leticia – Secondary level
1
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: Lights! Camera! Action!
Clase N°: 1
Fecha: 2/10/17
Hora: 9.50 a 11.50hs
Duración de la clase: 120’
Teaching Points:
Revision of Present Perfect (have/has + third list verbs / just / since / for) – Simple
Past (second list verbs – Affirmative/ Negative)
Revision of regular and irregular verbs.
Use of the new structures: Present Passive affirmative and negative.
Learning Aims
During this lesson, learners will be able to:
Develop their speaking skills by describing different movies.
Develop reading skills by reading questions and phrases.
Develop speaking and listening skills by interacting with peers and the teacher and by
listening and talking about a video.
Develop their writing skills by writing sentences in context using the target structure.

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Develop their critical thinking skills by reflecting on movies that they watched or know.
Language Focus
LEXIS FUNCTION STRUCTURE PRONUNCIATION
REVISION Different Actions
indoor, outdoor
and extreme:
athletics –
badminton –
football – hockey –
rugby – skiing –
tennis – water polo.
Equipment (basket
. bat . gloves –
goggles – helmet –
knee pads – racket
– stick – cap – goal
– ice skates – net –
saddle – skis – tee -
trunks
Complete activities
using Present
Perfect and Simple
Past.
Recognize adverbs
of frequency
according to the
topic.
Discriminates
actions with Play
and Go.
Complete activities
using the
structures and
answers the
questions.
People have played
a similar game since
sixteenth century.
This sport hasn’t
existed very long.
Verbs regular and
irregular…
Where have you
been…?
Have/has…gone…?
Person +
haven’t/hasn’t +
regular/irregular
verb…
Did…?
Simple Past
(affirmative/negative
and questions).
Simple present to
complete an
activity.
Recognize the /ɔ:/
sound in different
words such as football,
indoor, outdoor.
NEW Movies: adventure
– animation –
comedy – crime –
drama – epic –
fantasy – horror –
musical – romance
– science fiction –
thriller – war -
western
Recognize
different movies
and their genres.
Talking about the
movies and their
genres.
Present Passive
voice: affirmative.
Did you watch a
movie? Which
one?
Personal Pronouns
(me/him/her/it)
Schwa /ə/ as in:
adventure, animation,
comedy, drama,
fantasy, musical,
science, thriller
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. Also, a video about movies
and a short scene about a movie (Ratatouille) will be used to expose students’ to the L2 and
to develop listening and speaking skills through suitable tasks. As regards reading and writing
skills, students have to read some short activity related with the video and they have to
complete taking the scene into account. At the same time different sub – skills are developed
through the activities, such as relate, complete, associate, and put in order, make, in which
students are actively involved. Moreover, students will develop their critical thinking.

3
Pedagogical Use of ICT in class: In this lesson, a video 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: Photocopies for each student with exercises, board, projector, and flashcards
related with the topic. Also a computer, audio player will be necessary to watch the video.
Activity book (Heading Forward – Pre Intermediate – Richmond) page 64.
Seating arrangement: the students will be sitting as usual to work with their partner. I will
check that all the students could watch the video to complete the activity and be comfortable
to work in pairs.
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. Also I will pause the video to students could complete the task.
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).
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.
Transition: ok, today we are going to work a lot! So are you ready to start? Ss will answer.
Warm . up (15’)

4
The teacher will divide the class in small groups, they won’t have to change their position, just turn
around to work and discuss with their partner. So here, the teacher will say the number of the groups
and she will write on the board. Then, she will give to students different parts of sentences to work
(related with the topic from the last class), here the teacher will explain to students, they will have to
put them in order and create different sentences about Present Perfect and Simple Past. When they
finish, they will have to pass one boy/girl from the group to copy on the board, if it is ok, the group
will have a point.
Transition: well done! You are very good students! But now….we have to go on working! But this time
we are going to talk a little about your likes. Here the teacher will stick a picture:
And she will ask to students “what do you think about this pictures?”
Presentation (20’)
So here they will speak about this and together they will make as a brainstorm with all the things that
they could associate with the cinema, for instance: movie, people, sound, chairs, lights… the teacher
will write them on the board.
Then, the teacher will ask about the movies that their they like or have watched recently, Valentina
did you watch a movie? Which one? Do you like going to the cinema? And in of the same way, the
teacher will ask to some other students to discuss about the movies answering questions such as: what
did you watch? When? What do you like? Etc.. Then the teacher will stick some papers on the board
with the genres:
Comentado [A1]: About?? Will you give them any hint?
Which sentences will they have to make?
Comentado [A2]: Will you write their answers on the board?
Comentado [A3]: How?

5
Transition: ‘well my dears….let’s watch a presentation, you will watch a poster and you are going to tell
me what genre is it…are you ready?’
So here, when they discussed the genres, the teacher will show to students the next video:
https://prezi.com/p/rxoviouqi54s/
ADVENTURE ANIMATION COMEDY CRIME
DRAMA EPIC FANTASY HORROR
MUSICAL ROMANCE SCIENCE FICTION THRILLER
WAR WESTERN

6
To say the genres, the students will see the posters that the teacher stickedhas previously stuck.
Transition: ‘Right! Let’s keep working! Pay close attention now, because we will learn a new topic’
Procedure (20’)
The teacher will write on the board the next information:
DANIEL RADCLIFFE PLAYS IN HARRY POTTER’S MOVIE. The teacher will to ask students
if they know him? What is his profession? Do you see in another movie?
HARRY POTTER’S MOVIE IS PLAYED BY DANIEL RADCLIFFE
Here the teacher will ask to students if you they can read any difference, they will realize that the
sentences have a difference so here she will explain that this is Passive voice, where the most
important is the object, to explain that, the teacher will ask to students that to pay attention to the first
sentence:
DANIEL RADCLIFFE PLAYS IN HARRY POTTER’S MOVIE. – ACTIVE VOICE
SUBJECT VERB OBJECT
And she will ask who the person is? . The sts will say: Daniel so she will write Subject. Then she will
ask about the action (verb), the sts will say: plays so she will mark. And finally she will ask about the
object, probably they won’t realize that is movie, so in that case the teacher will encourage sts asking
questions such as: is it Harry Potter….is it Movie? And when they answer, the teacher will mark too.
Then, she will do the same with the other sentence:
Comentado [A4]: Ask them if they know who he is, what his
profession is, etc.

7
IT IS PLAYED BY DANIEL RADCLIFFE. – PASSIVE VOICE
OBJECT VERB SUBJECT
Again, she will ask about the person and she will mark, where is the verb? And she will mark will do
the same with the object. Here, they will realize that firstly, they have the object, so she will say:’ in the
second sentence, it is most important the object, however, in the first one not. In Passive voice the
object is affected; and so we will have to use BY to refer by who is affected. (Here she will use mime
to explain it). But here, the teacher will say that pay attention to it….’what does it refer?’ she will
encourage to say what they think: is it about Daniel? Is it about the movie….? When they will realize
she also explain that here it is necessary use personal pronouns, so she will write on the board with
the students’ help:
- I ME
- SHE HER
- HE HIM
- WE US
- THEY THEM
Transition: ‘Ok…did you understand?’ (In case they have doubts, I will explain it again). ‘Now to
understand better this topic I will play a video that are different examples using passive and active
voice. Pay attention…’ (it is a song)
https://youtu.be/ARaEpSAD-ng
Comentado [A5]: I`m afraid that it is quite a lot of information
for only one lesson. You are also introducing/recycling objective
pronouns. Do they need them right now?
More often than not, we teachers introduce the Passive Voice and
then we introduce the use of the agent.

8
*This information will be used in the next class.
Transition: ok that’s good! Now let’s keep working with another video that I know that you like so
much….did you watch Ratatouille? Did you like it? Particularly I loved this movie! But now let’s
watch a short scene from this movie to go on working with passive. Ready?’
Activity 1 (20’)
‘Do you remember the characters? Here they are: (the teacher will stick some pictures about the
characters from that scene with their names:

9
COLETTE
REMY
LINGUINI
The teacher will play the scene from the movie. Here the students will have to pay attention to the
scene to complete the activity related with the topic.

10
Transition: ‘well kids, first we will watch it, then we will play it again to complete the activity’.
Video: https://youtu.be/kLtnBU2b9p4
Here the teacher will ask to students about what they watched and what they understood about The
scene. Then she will give the next photocopy where the students, firstly, they will have to complete
using the Simple Present while they watch (again) the video:

11
Complete using Simple Present
1) Remy_____________ (distract) the cyclist.
2) The cyclist ______________ (crash) his bike into a car that was parked on the street.
3) Remy______________ (pull) Linguini's hair in order to move his body.
4) Remy _______________ (command) Linguini's body movements.
5) Remy ______________ (open) Linguini's eyes.
6) Colette _____________ (park) her scooter in front of the restaurant.
7) Colette _______________ (sharpen) the knives.
8) Colette ____________________ (slap) Linguini's face.
*as I explained present passiveI did that, they will complete using simple present and so they will pass
them in passive voice.
Next, the students will have to pass those sentences to the passive to complete a chart comparing
those sentences in Active and then in Passive; here the teacher will write the first one on the board:
Active Passive
1. Remy distracted the cyclist.
2. The cyclist crashed his bike into a car
that was parked on the street.
3. Remy pulled Linguini’s hair in order to
move his body.
4. Remy commanded Linguini’s body
movements.
5. Remy opened Linguini’s eyes.
6. Colette parked her scooter in front of
the restaurant.
7. Colette sharpened the knives.
8. Colette slapped Linguini’s face.
1. The cyclist is distracted by Remy.
2. The bike _____ ______ into a car by
the cyclist.
3. Linguini’s hair ____ _____ in order to
move his body by Remy.
4. Linguini’s body ______ _____ by
_____.
5. Linguini’s eyes _____ _____ by
_______.
6. _______ ______ is parked in front of
the restaurant by ________.
7. The knives _____ ______ by
_________.
8. Linguini’s face ____ _____ by
________.
The cyclist is distracted by Remy.
Transition: Remember recognize where the object, the subject, etc. is when you finish, we will check
them on the board’. The teacher will invite some students to copy on the board and check if the
activity was right.
Great job kids! You’re genius! But now…let’s keep working hard! But now it’s time to play a little…are
you ready?
Activity 2 – (15’)
Comentado [A6]: They can complete a chart, so as to compare
both kinds of sentences.

12
The teacher will show to students different cards where they have a description about a genre of a
movie, and they will have to guess what genre the movie is. To play that, the teacher will invite some
students to pass and read aloud the sentence in the card, and the person who guess it, is the next
participant. In case, the participant does not understand, the teacher will help him/her using mimic.
Cards:
Transition: ‘ok, now you will work in pairs in the activity book, so….take it please!’
Activity 3 – (10’)
The teacher will ask to students that open their activity book on page: 64 where they have to complete
an activity with their partner. Here the students will have to complete with the genres and write a
movie related with the genre.
It’s a type of film that
makes people laugh.
makes feel in love
makes feel excited
makes living in an
imaginary world
makes feel scared.
makes listen and
dance
makes living in
another age.
It’s a type of film
where there is a
criminal.
It’s a type of film
where people use
guns.

13
When they finish, the teacher will invite to some students to read their works and check it.
Transition: Well…to close this class, we will make a poster to refresh what we learnt today, but now, I
need some volunteers…’
Closure – 10’
The teacher will stick a big sheet of paper (afiche) with some sentences:
DANIEL RADCLIFFE PLAYS HARRY POTTER IN THE FILM
PEOPLE WATCH FILMS EVERY DAY.
SHAILENE WOODLEY PLAYS IN DIVERGENTE’S FILM
Here she will invite to some students to pass and write the passive of those sentences, also they will
write subject, verb, object, etc.
Transition: Congratulations on your work! You’re hard workersworking! See you the next class!
Comentado [A7]: In this case, the agent is not relevant.

14
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 resources! Pay attention to some comments and suggestions.
Have an awesome time!
Aure
Comentado [A8]: Have you drawn students` attention to past
participle forms?

Gieser lesson plan 1 secondary level - corrected

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