LESSON PLAN
TEACHER: Eduardo
SCHOOL: Instituto Brenner
DATE:Sept 26th2016
AGE(S): 11-15
LEVEL: beginners
TIME: 11:50-1:30
Language TOPIC(S): Vocabulary about movies
LEARNING STRATEGIES: Background, Developing cultural
Function. Talking about movies
understanding, using imagery. Using mime and gestures
Context topic: Movies
SKILL(S): Vocabulary
GENERAL
OBJECTIVE:
Ss will identify the pronunciation and the meaning of some type of movies to talk about movies between friends in short
conversation
ASSUMPTIONS
They like to watch movies
ANTICIPATED
PROBLEMS/POSSIB
LE SOLUTIONS:
SPECIFIC
OBJECTIVE
To get Ss
involve in the
class
STAGE
When playing some of them may be not paying attention/ Monitor and try to make the whole group participate
PROCEDURE/STEPS
TIME
MATERIAL
INTERACTION
PATTERN
*Tr will call the role
Warm up
*Tr will ask Ss what is your favorite movie?
15min
Tr-Ss
Ss-Tr
To present
the
vocabulary
Act 1
*Tr will show vocabulary about types of movies on the
screen
Tr-Ss
20minute
s
*Tr will pronounce the words and then Ss will repeat
Ss-Tr
Screen
Lap top
Ss will
practice the
vocabulary
* Ss will answer ex 1 2 3 p 20 students book
Act 2
50 min
Book
*Tr will with the whole group
Screen
*Ss will play guessing game /guessing movie titles and characters
Lap top
teams
*Ss will be dived check answers
*Tr will give directions
*Tr will show a conversation about movies
*Ss will create a conversation in pairs and perform it in front of the
group
Tr will end
the class
Tr will give HW p 16 students book
closing
5 min
Tr-SS
Ss-Tr
Rationale (26.09)
Since in the last class I felt very comfortable using technology in the class I will continue doing this type of activities. In this class I
decided to present the vocabulary with images on the screen and with videos. The main reason for this activities is because my students
are very visual and in this way I can grab their attention and in some way learning the vocabulary can be fun. When you watch a movie
or TV program, superficial and even deep feelings and emotions are elicited, such as excitement, anger, laughter, relaxation, love,
whimsy, or even boredom. Berk, R. A. (2009). Besides this I think for them they will remember the vocabulary easily since the images
on the screen may be memorable for them
References
Berk, R. A. (2009). Multimedia teaching with video clips: TV, movies, YouTube, and mtvU in the college classroom.
International Journal of Technology in Teaching and Learning, 5(1), 1-21.
Reflection Sept 26th
In this class I was a bit nervous I guess it was because I was feeling sick. I even arrived 5 minutes late to
the classroom. When I started to give the class I realize that I was struggling to speak loud. Besides that
I was not enthusiastic at all. This was the critical event in my class, because I transmitted how I was
feeling to my students and as a result they were very apathetic during the whole class. I did not mind
much so I continued with the class, I asked them to play guessing game and some of them were very
happy when playing. I did not have to pick victims because most of them participate by themselves.
However, some of them were not paying attention, yet I did not mind calling their attention. At some point
of the class it seemed like I was not giving class. I felt ashamed when some teachers were passing by
because they saw that I lost total control of some of my students. I think that I could do it better, after
giving the class I came up with an idea which is making the MKO help me out with instructions
monitoring etc. For the next time I will definitely apply this theory.
LESSON PLAN
TEACHER: Eduardo
SCHOOL: Instituto Brenner
DATE:Sept 28th2016
AGE(S): 11-15
LEVEL: beginners
TIME: 11:50-1:30
Language TOPIC(S): Vocabulary about movies
LEARNING STRATEGIES: Background, Developing cultural
Function: Identifying different types of movies to use them in a
short conversation.
understanding, using imagery.
Context topic: Movies
SKILL(S): Reading
GENERAL
OBJECTIVE:
Ss will identify the pronunciations and the meaning of some type of movies to talk about movies between friends
ASSUMPTIONS
They like to watch movies
When playing some of them may be not paying attention/ Monitor and try to make the whole group participate
ANTICIPATED
PROBLEMS/POSSIBL
E SOLUTIONS:
SPECIFIC STAGE
OBJECTIVE
To get Ss
involve in the
class
Warm
up
PROCEDURE/STEPS
TIME
MATERIAL INTERACTION
PATTERN
*Tr will call the role
*SS will present the conversation form the previous class
15min
Tr-Ss
Ss-Tr
To present
the
vocabulary
Act 1
*Ss will read in silence the text in page 21 students book as Tr checks
p16-17 workbook
20minute
s
*When reading they will write down their reading score
Title of the text/ date/page/timing 1st/2nd/3rd difference 1st 3:45 3rd
3:19= 26sec
*Tr will check comprehension making questions to the group
*Ss will answer p 21 ex 1, 2, 3, 4
*Tr will check answers with the group in the screen
Tr-Ss
Ss-Tr
Ss will
practice the
vocabulary Act 2
Tr will end
the class
*Ss will play mixed salad they will get a piece of paper with a type of movie then they
will make a circle and Tr will say I want a mixed salad of comedy and action movies so
the ss with those type of movies will stand and run for another chair. If the Ss did not
get a chair he/she will answer a question from ex 5 p21
closing Tr will give HW p 104-105 work book (translate the text)
20 min
5 min
teams
Tr-SS
Ss-Tr
Rationale (28.09)
In this class they will not see anything new they will continue talking about
movies. The only differences is that they will have to read short text about
movies. Also, they are going to be presenting the conversation from the
previous class. I decided to let everyone perform their conversation, so that they
understand how they can apply this new vocabulary. Students learn better using
real context instead of an abstract one, also they present better retention and
motivation. Predmore. (2014). Performing the conversation they will have the
opportunity to use the vocabulary in a context allowing them internalize the
language.
References
Predmore S. (2004) Putting it into Context. Retrieved from
http://www.wflboces.org/uploads/SDM/PuttingIt%20IntoContext%20Full%20Article1_05.pd
Reflection Sept 28th
In this class I felt quite frustrated. First of all I am glad to say that I have noticed a change in the
classroom. The very first class they did not pay attention, they did not work and they were misbehaving
most of the time. Now at least most of the students work. I was happy to see that at the begging I could
make them finish a single page on the book and in this class most of them finished two and they even do
the homework in class. Going back to the critical events, three of my students were having a discussion,
but I did not stop the class I decided that I was speaking with them at the end. Then at the end I was
going to speak with them but another student was crying so I sort of freak out so I called the tutor and
she managed the 3 students situation. I tried to speak with the one who was crying but honestly I did not
what to do. I just gave him a pat on the back and I asked him to tell me what happened. He told me the
situation and I offer him a solution. I asked the students involve to give him an apology and they did.
These event did not affect the class, but they did change something in the way I see things. These
events made me think that, during my career I am going to face this kind of situations. I may be able to
prevent them sometimes, but I will have to be prepared to face any situation like this in the future.
