Stage 4 Lesson Plan 4

 

Stage 4

Lesson Plan 4

Embarrassed situations. 

Time: 120 minutes - session of 60 minutes each one

Grammar: Past Simple - Past perfect Simple

 Targets:

·        To recognize the different ways of expressing the past and past perfect. 

·        To use the present simple and past perfect. tense in written and spoken language.  

·        To communicate and express what have students learned based on experiences.   

·        To recognize irregular and regular verbs. 

·        To recognize the different between past simple and past perfect.  

·        To recreate stories from the past in order to make entertaining talks

·        To identify how to make a podcast

·        To make a podcast

Warm- up - 20 minutes

To clarify the form the target language  

1.Teacher will show two videos about the grammar topics.  

 Youtube Video:  https://www.youtube.com/watch?v=H0nMCC0TS-E&ab_channel=LearnEnglishWithTVSeries 

The teacher will inquire about the verb tense being examined and the idioms used in the video. This is so that a diagnosis can be made about the previous knowledge of the students regarding the subject, (simple past- past perfect). [PA1] 

Expression:

ü     I lied to you

ü     We had made

ü     About what happened

ü     She said

ü     It was

ü     She was

ü     I had not

ü     I worked

ü     She could

ü     I ruined

 

2.Students will do the next activity. 

 

This Past Tense Sequence Worksheet is helpful for students to sequence past tense events using the Past Simple and Past Perfect appropriately.

-          Arrange the images in the story in sequence.

-          Then write captions using the past simple and past perfect tense.

 Controlled Practice

First Part (45 minutes)

·        Teacher will give a guide to each student about past perfect. 

·        The activity will be done by pairs.  

 

Here, students combine pairs of sentences into one, using the past simple and past perfect and a conjunction.

 

• Students will socialize the activity.  

 

• The teacher will show a video about a specific story.  

                     Video Link: https://www.youtube.com/watch?v=2dD3Fawk4y0&ab_channel=ShortoftheWeek

This video format is based on the account of reactions of people who watch the recommended videos in real time, these videos are viral due to their interesting content, in this case it is about a horror film with a deep and terrifying background where clinging to a smooth, curved surface high above a sentient abyss, a girl tries to cover the few feet back to safety without losing purchase and falling to her death.

·         Students will describe what happened giving their reactions about the story using the grammar topics covered.

SECOND PART 45 MINUTES.  

 Teacher will show a podcast video focused on embarrassing situations. (Only 15 minutes) 

     YouTube video: Embarrassing Crush Stories https://www.youtube.com/watch?v=shh00c6IQTQ&ab_channel=DropoutsPodcast

 

Podcasts allow students to practice their listening comprehension of complex texts that are both conversational and formal, and the corresponding transcripts enable students to confirm their success.

·        Teacher will give to the students 10 minutes to prepare a brainstorming in order to do a podcast.  

·        Students will do podcast as a group talking about a specific embarrassing situation. They will record it.  The video should be 10 minutes and will have to be published on a page of interest, facebook, youtube etc.

 

-What has been your most embarrassing situation in front of the person you like or liked. 

Wrap up  20 minutes 

 

Finally, the students and the teacher make a small theatre forum to give feedback on everything that was learned according to the podcasts created. 

To promote video analysis and critical thinking, there are several tools; a good alternative could be the theater forum. This tool is a methodological resource that allows dialog between viewers and the audiovisual work. The forum can reply to many different topics. Depending on who directs it, it will be a contribution to the learning objectives. Besides, theatre forums generally begin with questions that provide an introduction and context to the topic to be discussed. Then, the video or film is projected to end with questions previously determined by the teacher and moderated by him or by students who have been nominated as moderators.

Steps:

Organizing a theatre forum can be an effective pedagogical dynamic. They allow expository methodologies to be set aside and encourage the development of critical thinking by broadening the view of the reality that students live. To start, here there are these 5 steps to plan a good cinema-forum:

ü  Prepare the class: determine the objectives of the activity, find the videos or movies you need and prepare the questions to motivate the debate.

ü  Introduce: to start a theatre forum, it is important to introduce the topics and objectives of the class so that the students are predisposed to it. Some questions can be sent to investigate previously on the topic to be treated.

ü  Projection of the film or video: ensure that all students see the screen and the audio meets the minimum quality so that everyone can participate. Don't forget to respect copyright.

ü  Duration: ensure that the film has an appropriate duration and warn the students, in case they have to have more than one hour of classes for this activity.

ü  Debate: generating a debate at the end of the film or stopping it at certain times to answer the questions proposed for the activity is the most important focus of the theatre forum.