LESSON PLAN

TEACHER: Eduardo

SCHOOL: Instituto Brenner

DATE:Sept 3 2016

AGE(S): 11-15

LEVEL: beginners

TIME: 11:50-1:30

Language TOPIC(S): Vocabulary about adjectives

LEARNING STRATEGIES: Background, using imagery.

Function. Describing a movie

Context topic: Movies

SKILL(S): Vocabulary

GENERAL
OBJECTIVE:

Ss will identify the pronunciation and the meaning of some adjectives to describe movies in short sentences

ASSUMPTIONS

They already know some adjectives

ANTICIPATED
PROBLEMS/POSSIB
LE SOLUTIONS:

SPECIFIC
OBJECTIVE

To get Ss
involve in the
class

To present
the
vocabulary

STAGE

When playing some of them may be not paying attention/ Monitor and try to make the whole group participate

PROCEDURE/STEPS

TIME

*Tr will show some movies on the screen then he will

ask if they have seen the movie. Have you seen this
one? Do you like it? Why? Do you think is boring or
funny?

INTERACTION
PATTERN

ppp

*Tr will call the role

Warm up

MATERIAL

15min

Tr-Ss
Ss-Tr

ppp
Act 1

*Tr will show some movies with vocabulary about

adjectives below and then will ask Ss if they agree with
the adjective used to describe the movie.
*Tr will pronounce the words and then Ss will repeat
choral repetitions and then Tr will ask some of them to
repeat it individually.

Tr-Ss

30minute
s

Ss-Tr
Screen
Lap top

*Ss will answer ex 2 in the stundents book

-There are going to be adjectives all over the board
-They will have the chart on the board
-They will play the frozen game
(You are going to be moving all around the class and
following the directions: say hi with your ear etc. when I
say frozen you wont move, and if you move you will
pass to the front pick an adjective and classify it.
When they finish they will have to do it on the notebook

Ss will
practice the
vocabulary

* Ss will answer ex 3 students book.

40 min

Book

Whole group

Act 2

* Tr will show images to help them understand the sentence

Screen

*Ss will answer individually

Lap top

*Tr will ask some Ss to pass to the front and answer as the rest
check their own answers.
*Ss are going to complete ex 4 students book
*They are going to play earthquake.
*they will stand up and form trios
*Tr will model the game
* You will be in trios forming a house with an occupant in the middle
*When I say occupant the ones in the middle look for another house.
When I say house the ones around the occupant look for a new
occupant. When I say earthquake everybody moves. The one left
has to answer the question on the board.
When they finish they will have to do it on the book

Tr will end
the class

Tr will give HW p 19 workbook

closing

5 min

Tr-SS
Ss-Tr

Rationale (03.10)
Last class I faced many uncomfortable situations. They were misbehaving most of the class some of them were asking the time may
times so this made me wonder if the class is tedious. The way for me to prove that is letting them play most of the class as they answer
the text book. This class I may lost time when giving instructions or when they participate, but this time is really necessary for me to
see if this way of working can work with them. "If games do not focus on important academic content, they will have little or no effect
on student achievement and waste valuable classroom time" (Marzano, 2010). Perhaps they will not practice the vocabulary as much
as I wish, yet as I mentioned before this class will allow me to know if they can behave when playing and if they participate when
doing dynamic activities.

References
Marzano, R. (2010). The Art and Science of Teaching / Using Games to Enhance Student Achievement. Retrieved from:
http://www.ascd.org/publications/educational-leadership/feb10/vol67/num05/Using-Games-to-Enhance-Student-Achievement.aspx

LESSON PLAN
TEACHER: Eduardo

SCHOOL: Instituto Brenner

DATE:Sept 3 2016

AGE(S): 11-15

LEVEL: beginners

TIME: 11:50-1:30

Language TOPIC(S): present simple and continuous

LEARNING STRATEGIES:

Function. Describing a movie

Context topic: Movies

SKILL(S): Vocabulary

GENERAL
OBJECTIVE:

Ss will identify the difference in use and structure between present simple and continuous to talk about routines and actions
happening now

ASSUMPTIONS

They already know some adjectives

ANTICIPATED
PROBLEMS/POSSIB
LE SOLUTIONS:

SPECIFIC
OBJECTIVE

To get Ss
involve in the
class

To present
the
vocabulary

STAGE

When playing some of them may be not paying attention/ Monitor and try to make the whole group participate

PROCEDURE/STEPS

TIME

*Tr will show some movies on the screen then he will

ask if they have seen the movie. Have you seen this
one? Do you like it? Why? Do you think is boring or
funny?

INTERACTION
PATTERN

ppp

*Tr will call the role

Warm up

MATERIAL

15min

Tr-Ss
Ss-Tr

ppp
Act 1

*Tr will show some movies with vocabulary about

adjectives below and then will ask Ss if they agree with
the adjective used to describe the movie.
*Tr will pronounce the words and then Ss will repeat
choral repetitions and then Tr will ask some of them to
repeat it individually.

Tr-Ss

30minute
s

Ss-Tr
Screen
Lap top

*Ss will answer ex 2 in the stundents book

-There are going to be adjectives all over the board
-They will have the chart on the board
-They will play the frozen game
(You are going to be moving all around the class and
following the directions: say hi with your ear etc. when I
say frozen you wont move, and if you move you will
pass to the front pick an adjective and classify it.
When they finish they will have to do it on the notebook

Ss will
practice the
vocabulary

* Ss will answer ex 3 students book.

40 min

Book

Whole group

Act 2

* Tr will show images to help them understand the sentence

Screen

*Ss will answer individually

Lap top

*Tr will ask some Ss to pass to the front and answer as the rest
check their own answers.
*Ss are going to complete ex 4 students book
*They are going to play earthquake.
*they will stand up and form trios
*Tr will model the game
* You will be in trios forming a house with an occupant in the middle
*When I say occupant the ones in the middle look for another house.
When I say house the ones around the occupant look for a new
occupant. When I say earthquake everybody moves. The one left
has to answer the question on the board.
When they finish they will have to do it on the book

Tr will end
the class

Tr will give HW p 19 workbook

closing

5 min

Tr-SS
Ss-Tr

-The results of these studies and the verbal and visual components of a video potentially provide a best fit to the characteristics
of this Net Generation of students and a valid approach to tap their multiple intelligences and learning styles.

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.

Use tasks that actively provide the learners with a reason to speak and listen (British council, n.d., para. 23).
British council. (n.d.). Increasing student interaction. Retrieved from http://www.teachingenglish.org.uk/article/increasingstudent-interaction