Didactic unit 1 lesson plans

I.S.F.D LENGUAS VIVAS BARILOCHE – TALLER DE PRACTICA DOCENTE III
ENTREGA DE PLANIFICACIÓN
Alumno Practicante: Morena Garcia
Curso/Año y sección: 3rd year
Nivel lingüístico del curso: Elementary (A2)
Tipo de Planificación: (Unidad o Clase): Clase
Unidad Temática: “It‟s a mistery”
Clase Nº: 1
Duration of the lesson: 45 minutes
Teaching points: Linkers of time, contrast and attitudes.
Unit Aims:
To be aware of the use of the different connectors.
To be able to use the connectors to differentiate the time and contrast within a horror story.
To be able to use the adjectives to describe the emotions within a horror story.
Language Focus:
LEXIS FUNCTIONS STRUCTURE
R
E
V
Scary, fear, sad,
happy.
But, however, now,
last year.
Use adjectives to describe emotions.
Using connectors within the
sentences.
Adjectives.
Connectors.
N
E
W
Dangerous,
mysterious, afraid.
At first, yet, then.
Using adjectives to describe
emotions within a horror story.
Using connectors as linkers of time
within a story. Use the previous
knowledge to show contrast within
the story.
Adjectives.
Linkers of time,
Contrasts.
Materials: Board, tape, pictures, copies of the story,
marker.
Story: “Mystery train”
Claire is not afraid of the ghost train ... at first.
„The ghost train is for children!‟ said Claire.

„People look afraid when they leave,‟ said Peter. He tried to pull her to The World‟s Best Ghost Train. „It‟s fun!‟
„They know it‟s not real, so why are they afraid? I‟m going home.‟
„OK,‟ Peter said. He bought a ticket for himself.
But there was one thing left to do at the fair – buy a candyfloss. It was very difficult to finish a candyfloss. They were too
big and too sweet. It‟s possible, she thought, as she paid for the big pink sugar cloud. And tonight I‟m going to eat a whole
one. For that, she needed time. I‟ll walk home by the train tracks, she decided.
It wasn‟t very dark yet. Of course, Claire knew not to walk on train tracks – it was dangerous. Last year some boys in the
city died playing on the tracks. But there was nothing dangerous here because there were no trains in Fellside. There
wasn‟t even a train station. The tracks just finished.
It was a mystery, but an old one and nobody thought about it now. They were just there, and that was it. Claire thought
about another mystery. Where does candyfloss go when you eat it? It disappeared in her mouth so fast. There was a lot
left. She needed to walk slower.
The tracks vibrated as she walked. She could feel it and then she could hear it too. It was getting stronger and louder.
She looked back. A round light, small but getting bigger, was coming. It wasn‟t possible!
A train.
Claire fell to the right, off the track. The train passed her, empty, and then slowed and stopped.
Where is it going? she thought. The tracks end soon.
A man put his head out of the window and shouted. „What are you doing? It‟s dangerous on the tracks!‟
„But … there aren‟t any trains!‟ Claire said. Maybe there were no trains before, but there was a train now. It‟s not real, she
told herself.
„This isn‟t real,‟ she said. But the heat coming from the train felt real.
„You can‟t walk on the tracks,‟ the driver said. „You have to come on the train.‟
„No!‟
„Are you afraid?‟ he asked. „It isn‟t real, remember? So what are you afraid of?‟ They were her own words to Peter.
She didn‟t want to, but she climbed the stairs of the train, candyfloss in hand.
„Sit,‟ he said, and the train slowly started moving again.
„Where are we going?‟ Claire asked.
„End of the line,‟ he said.
„Oh!‟ That wasn‟t far because the tracks ended near here.
She didn‟t want the candyfloss. It takes forever to eat it all, she thought. It‟s not possible.
„How long until we get there?‟ Claire shouted, because it was noisy inside the train too.
„The time it takes to eat all the candyfloss,‟ the driver of the real ghost train said. He turned his face. But now there was
no face. There was nothing under his cap at all. „Forever.‟
Nicola Prentis
Pictures:

Routine
Time: 5 minutes.
I will greet the students, ask them “How are you today?” after that, I will ask them about the date and write it on
the board.
Warm up and presentation
Time: 5 minutes
I will show them pictures related to the topic of the unit and more specific to the story they are going to read
later. I will stick the pictures on the board. After that, I will ask them “do you like ghost stories or horror
movies? Which is your favourite and why?”
Transition: “great, I love horror movies too. Now, let‟s read a mysterious story. But first, look at these pictures”
Development
Activity 1
Time: 5 minutes
1. Pre-reading: I will ask the students to look at the pictures that I have stuck on the board before. Then, I will
ask them “Have you ever been in a fair? Have you ever experienced something out of normal that is
something mysterious or paranormal?” making emphasis in those words.
2. After that, I will give them a copy of the story and will encourage them to read the title out loud “Mystery
train” and I will ask them: “What do you think this story is going to be about?
Transition: “Great, about a mysterious train or something related to a train. Now, take your time a read the
story”
Activity 2

Time: 10 minutes
While reading the story, I will ask the students to pay attention to the adjectives, words to show contrast and
time expressions that the author uses within the story and to highlight them.
Activity 3
Time: 15 minutes
1. After reading the story, I will ask the students too look at the pictures on the board again. I will explain them
that they have to work as a group and order the pictures to recreate the story.
2. Then, I will ask them to write 1 sentence below the picture using the words they have found in the story to
describe the scene. I will write the first sentence as an example: “1. Peter bought a ticket for the “The World’s
Best Ghost Train” It looked fun.”
Transition: “Fantastic job! Now we have the story completed!”
Closure
Time: 5 minutes
I will ask them “What do you think about the end of the story? Do you like it? Why, why not?
After the discussion, I will ask them to use hand sanitizer and say goodbye.

Clase Nº: 2
Teaching points: idioms related to horror/mystery.
Unit Aims:
To be aware of the use of the idioms.
To be able to use the idioms to tell and write personal anecdotes
Language Focus:
R
E
V
Spooky, freak out. Recognize idiomatic expressions. Idiomatic
expressions.
N
E
W
To look as if one
has just seen a
ghost.
Hold your breath.
To be scared stiff.
To shake like a
leaf.
Use idiomatic expressions to write a
horror story.
Idiomatic
expressions.
Materials: Board, smart tv, pendrive, copies of the activities, marker.
Link presentation:
https://docs.google.com/presentation/d/1YTwL9wMK3fNjOnFVo0fG9HXcPY-58wRG7xVAtuSSCe4/edit?usp=sharing
Routine
Time: 5 minutes.

the board.
Time: 10 minutes
I will write on the board the following expression: “Last night I watched a horror movie and it was so scary that
then, I was afraid of my own shadow”
Then, I will ask them “Have you ever heard this expression before? Do you know what it means?”
After that, I will explain to them that it is an idiomatic expression, and that we don‟t have to interpret it literally.
Then, I will show them a presentation on the TV, using sentences related to the topic and using the same
sentences but including the idiomatic expression for them to see how we can use them.
Transition: “Great, as you can see we can use idiomatic expressions to tell our anecdotes. Now let‟s practise”
Development
Activity 1
Time: 5 minutes
I will give each student a copy with the activities. Then I will explain to them, that they have to read the
sentences from the box and then match each idiom with its definition.
a. To look as if one has just seen a
ghost.
b. Hold your breath.
c. To be scared stiff.
d. To shake like a leaf.
1. Try to hide your fear.
2. Look frightened or upset.
3. Very frightened so that one is unable
to move.
4. Be very scared and trembling.

After that, I will ask them to look at the pictures and relate them with the idioms. Then, write the idioms below
the pictures.
Transition: “Great job! Now, let‟s read some spooky situations”
Activity 2:
Time: 5 minutes
I will explain the students that they have to read the short stories and complete the sentences using an idiom.
As an example I will ask one student to read the first story. Then, I will ask the entire class “which idiom can
we use here?”
After that, I will ask them to work independently.
1. One day, I was walking home when suddenly I
saw a man running away from a house with a
knife. I was
__________________________________
because of the situation. When I could react and
move my body, I called 911.
2. I don‟t like horror movies and my girlfriend
knows it. However, we went to the cinema last
night and she picked up the scariest movie
ever! I spend the entire night
___________________________________ .
I put on my coat to pretend it was cold.
3. Every morning my father makes breakfast for all
of us. It was Monday and I was getting ready for
school when I heard my father calling me to have
breakfast from the kitchen, and there it was my
coffee and toasts on the table as usual. However,
when my father appeared into the kitchen he said
to me “Oh George, you made breakfast” then he
looked at me and said “Oh son, you
______________________________” Until today I
don‟t know what happened.
4. Two months ago, my friends and I went
camping into the wood. When we decided to
go to bed into out tents, we heard a very
strange noise outside.
We
___________________________________
for at least 10 minutes. Then we decided to go
home.
Transition: “Fantastic, now let‟s write about our own spooky situations”
Activity 3
Time: 15 minutes
I will ask to the students “Do you remember any situation like the one we read before?”

After that, I will ask them to write a short spooky situation and to include one idiom.
Transition: “Well done everybody, now let‟s hear your stories”
Closure
Time: 5 minutes
I will ask them to read their stories for the rest of the class.

Clase Nº: 3
Teaching points: Relative pronouns and relative clauses.
Unit Aims:
To be aware of the use of relative clauses to add information.
To be able to use relative clauses within written productions.
To develop listening and speaking skills.
To develop writing and reading skills and get meaning out of texts/dialogues without knowing every word.
Language Focus:
R
E
V
Ghost, scary,
dead, dark, night,
cold, old.
-Narrate a spooky story.
.Relative
pronouns.
N
E
W
Pass away,
memorial,
Relative
pronouns.
Relative
clauses.
Materials: Board, smart TV, pendrive, copies of the activities, marker.
Link video: https://drive.google.com/file/d/1aN4haTZKO_z8RLg-gT4ueUbZ_T2xJMRr/view?usp=sharing
Link presentation:
https://docs.google.com/presentation/d/1wHNwEgD6xsxKfUMhhkhwWCWDqpH1_fTC9sDIl7NSRPg/edit?usp
=sharing

Routine
Time: 5 minutes.
the board.
Time: 5 minutes
I will show them the presentation on the TV, which includes pictures about the scene, and I will ask them “Do
you know this movie?” “What would you do in this situation? I would probably move out”.
Transition: “Good, all of us have different solutions. Now, let‟s watch a scene from this movie”.
Development
Activity 1
Time: 10 minutes
I will ask them to pay attention while watching the scene to the sentences that add information.
After that, I will reproduce the video on the TV.
Then, I will show them a presentation with different relative clauses related to the scene and I will reproduce
the scene again for them to see how this structure is used within the scene.
Transition: “Great job! Now, let‟s add more information about ANNABELLE”
Activity 2:
Time: 5 minutes
I will give them a copy with the activities. Then, I will ask them to look at the examples from the presentation
again and I will encourage them to complete the differences between WHICH/WHO.
The words who, which and that are called relative pronouns and we use them before relative clauses (the
sentences that add information).
We use ___ and ___ for people
We use ___ and ___ for things/objects.
After that, I will ask them to read the sentences and complete them with the relative pronouns. I will ask them
to read the first one as an example.
a) Annabelle is an evil doll ____ makes terrible things to the people.
b) Mia, ____ is pregnant, tries to fight against Annabelle to protect her daughter.
c) John, ____ is a doctor, doesn‟t believe in ghosts.
d) Leah is the cutest baby, ____ Annabelle wants to possess.

e) Ghosts are things ____ don‟t belong to our world or physical plane.
Transition: “Fantastic, now let‟s read a ghost story”
Activity 3
Time: 10 minutes
I will ask them to look at the pictures and write the definitions below. As an example, we‟ll do the first one
together.
old woman - jacket -– cold night – home- pass away – memorial picture
Then, I will ask them “Look at the pictures above and the one in the story, now read the title out loud. What do
you think the story is going to be about?”
After that I will ask them to read the story and complete it using the correct relative clause from the box.
which was on the wall - who was really old and sweet - which was very cold – who looked as if she has just
seen a ghost- that was really familiar -who passed away – that was his favourite -

THE GIRL AT THE BUS
STOP
John was driving home late one night when he saw a young lady
waiting in a bus stop. He thought about his daughter Mandy, (1)
______________ many years ago. It was really strange, but the
girl really reminds him to Mandy. He decided to stop his car and
he told her: “The buses don‟t work so late, can I give you a ride?”
It was late in the night, (2) _____________ too. So John took off his jacket and gave it to her. The girl‟s name
was Mary and she was going to her home. After an hour‟s drive, they arrived at her home, (3)
______________, but he couldn‟t remember why. John said goodbye and then he went to his home.
The next day John remembered that Mary still had his jacket, (4) _____________. He drove to her house and
knocked the door. A woman, (5) _____________ , answered. John told her “Yesterday I drove Mary home and
she and she still has my jacket”. The old woman, (6)________________, opened the door and pointed to a
picture (7) _____________ . John couldn‟t believe his eyes, it was a memorial picture of the girl. The old
woman explained to him that she was her granddaughter and that she died 2 years ago waiting for a bus in a
car accident.
Transition: “Well done everybody, now let‟s talk about what we learnt today”
Closure
Time: 5 minutes
I will write on the board the relatives pronouns and I will ask them, “so, when I want to add information to an
object/thing I will use…. And If a I want to add information to a person I will use…”. I will write a complete
sentence, and I will encourage them to tell me how it could end using the vocabulary and relative pronouns
learnt so far.
“Last night I thought I saw my brother, ______________ “

Clase Nº: 4
Teaching points: Relative pronouns and relative clauses.
Unit Aims:
To be aware of the use of relative clauses to add information.
To be able to use relatives clauses within written productions.
To develop listening and speaking skills.
To develop writing and reading skills and get meaning out of texts/dialogues without knowing every word.
To be aware of the vocabulary used in ghost stories.
Language Focus:
R
E
V
Ghost, spooky,
scary.
Narrate a spooky story.
Understand spooky stories.
Relative
pronouns.
N
E
W
Frightened,
medium, terrified,
terrifying,
interesting,
possessed.
Relative
pronouns,
relative
clauses.
Materials: Board, smart tv, pendrive, copies of the activities, marker.
Link presentation: https://docs.google.com/presentation/d/1m35k_hXBw4mpyyjVBimP01g_ylSmoNGfQyOkyz3Gz1Q/edit?usp=sharing
Link video: https://drive.google.com/file/d/1a2ucjtmTAgXDQNr6naP4bM0p1aPoExIV/view?usp=sharing

Routine
Time: 5 minutes.
the board.
Time: 10 minutes
I will show them the presentation on the TV, which includes pictures about the scene, and I will ask them
“Have you ever met a medium? Do you believe in that kind of things? Why, Why not?”
After that, I will continue with the presentation using different relative clauses adding information about the
characters from the movie. While reading the different sentences, I will ask them to look at the pictures and try
to order the sentences.
Transition: “Great. Now, let‟s watch a scene from this movie”.
Development
Activity 1
Time: 15 minutes
Pre watching: I will give to the students a copy with the activities. Then, I will explain to them that they have to
complete the sentences about the characters from the scene, with the information provided and using the
relative pronouns.
a) Annabelle is a doll, _____________________ (terrifying)
b) Ed and Lorrain Warren, ___________________ (interesting) mediums, are going to help the nurses.
c) The girls, __________________ (nurses) need help to defend themselves from Annabelle.
While watching: I will ask to the students to pay attention to the things that the girls are saying about
Annabelle. After that, I will reproduce the video twice.
After watching, I will ask students to read the sentences about the scene and decide if the sentences are true
or false. If they are false, correct them.
a) Debbie‟s mother gave Annabelle to her as a birthday present. T or F
b) The girls thought Annabelle was an innocent little girl, who wanted to live with them. T or F
c) Camilla didn‟t believe in mediums. T or F
d) The Warren‟s didn‟t believe that Annabelle was possessed. T or F
e) The nurses loved Annabelle very much. T or F
Transition: “Great job! Now, let‟s listen to the dialogue one more time”
Activity 2:
Time: 10 minutes

Pre listening: I will ask students to read the following sentences and to classify them according to the
characters.
a) They are terrified.
b) It is very scary.
c) They are really interesting people.
d) She wants to hurt people.
e) They want to help people.
f) It is possessed.
NURSES ANABELLE THE WARRENS’
After that, I will explain to the students that now, they will listen to the audio only. But this time, they have to
pay attention to the linkers of time and adjectives that the characters use to describe the situation and to
complete the empty spaces from the dialogue.
I will reproduce the
Transcription:
Debbie: It scared us just thinking about it. When you hear it, you‟re gonna think we are insane. It started out
small… Like a hand or a leg was in a different position. And then, its head was looking up instead of down.
And then one day, it was in a completely different room. It was moving around by itself.
Camilla got in touch with a medium. We learn from her that the doll was possessed by a girl named Annabelle
Higgins. She had lost her parents and had taken a liking to my doll. All she wanted was to be friends.
Camilla: When we heard this, we felt really sorry for her. I mean, we are nurses, we help people.
Debbie: But then, things got worse.
Ed Warren: How did you end up with it?
Debbie: It was a gift from my mom for my birthday. I don‟t know where she got it, but we are beyond terrified.
Transition: “Well done everybody, now I want to know you opinions about this character”
Closure
Time: 5 minutes
I will write on the board the following sentence “I think that Annabelle is…” and I will ask students about their
opinion, encouraging them to use the vocabulary we learnt so far.

Clase Nº: 5
Teaching points: Indefinite pronouns
Unit Aims:
-To recognize the indefinite pronouns within stories.
-To be able to use indefinite pronouns within written productions.
-To develop their reading and writing skills.
Language Focus:
R
E
V
Personal pronouns
.to name/refer to people or objects.
.
I heard it.
N
E
W
Indefinite pronouns I heard
something.
Materials: Board, smart TV, pendrive, pictures, copies of the activities, marker.
Link presentation: https://docs.google.com/presentation/d/17LpVzaaOO-kKsjWdF8nh42asv-mQdxkSxVLanpHL8Qg/edit?usp=sharing

Routine
Time: 5 minutes.
the board.
Time: 10 minutes
I will show them a presentation using different indefinite pronouns to refer to people and objects, leaving the
last one for them to tell me the correct indefinite pronoun.
After that, I will stick on the board different pictures related to the story we are going to read later.Then, I will
write on the board the following sentence “Mum, did you hear that? I was in my bedroom when I heard
something downstairs” making emphasis on the indefinite pronoun. Then, I will ask them “What do you think
this person might have heard downstairs?”
Then, I will encourage them to look at the pictures on the board and to write one sentence using the correct
indefinite pronoun for each picture. As an example I will write the first sentence.
“She heard something in the kitchen”
Transition: “Fantastic, now let‟s read a story”
Development
Activity 1
Time: 5 minutes
Pre reading: I will ask to the students “have you ever heard noises at night, while you were trying to do
something else, like watching TV or watching videos on your phones?”
Then, I will give each student a copy with the activities.
After that, I will ask them to look at the pictures stuck on the board again and read the title of the story and I
will say “What do you think this story is going to be about?”
Transition: “Nice, about something that happened during the night”
Activity 2:
Time: 10 minutes.
While reading, I will ask them to choose the correct indefinite pronoun to complete the story and to complete
the box below taking into account the information from the story.

That was a cold and stormy night. Everybody/Anyone went to bed
earlier than usual but I decided to stay in the living room reading my new
novel about mystery. Suddenly, something / nothing happened in the
kitchen, I heard a strange noise. I stood up and went rapidly to see what
was happening. I couldn’t see anything / nothing out of the ordinary.
Everything / something was calm and quiet. I came back to the living
room and kept on reading my book…. When I opened the second page I
heard a noise coming from the front window and a shadow disappearing
in the night … when I look through the window I saw nobody / anybody. It was a very rare night.
Every time I tried to read my book something / nothing inexplicable happened. Was the mysterious
novel becoming true?? … I examined everywhere / nowhere in the living room, I was trying to find
the odd thing that was producing the strange noises but I could find nothing / anything … finally, I
decided to go to bed and forget about that scary night.
After reading the story I will ask them to read the following sentences about the story and rewrite them using
the correct indefinite pronoun. As an example I will provide a sentence on their copies.
Example: The girl though she saw a shadow in her window. The girl though she saw something in her window.
a) The girl heard a strange noise from the kitchen.
_______________________________________________________________________________
b) Her entire family was sleeping that night.
_______________________________________________________________________________
c) She couldn’t find where the noises were coming from.
_______________________________________________________________________________
Activity 3:
Time: 10 minutes
I will ask to the students “Think about the night you mentioned before, and write a short story like the one we
read. Include the structures we learnt so far”
Transition: “Amanzing job, now let‟s hear your stories”
Closure
PERSON PLACE THING
_____one Everywhere Everything
Someone Some___ __
___one anywhere __
No one __ __

Time: 5 minutes
I will ask them to read their stories out loud.
After the discussion, I will ask them to hand in their homework, to use hand sanitizer and say goodbye.

Clase Nº: 6
Teaching points: Indefinite pronouns – countable and uncountable nouns
Unit Aims:
-To recognize the indefinite pronouns within stories.
-To be able to use indefinite pronouns within written productions.
-To develop their reading and writing skills.
-To recognize the countable and uncountable nouns and quantifiers.
- To use the correct form of the nouns and quantifiers within written productions.
Language Focus:
R
E
V
Ghost, time,
house, balcony,
people,
information. .to name/refer to people or objects.
Plural and
singular forms
N
E
W
Couple, advice,
evidence,
research.
Plural and
singular forms.
Quantifiers.
Materials: Board, smart TV, pendrive, pictures, copies of the activities, marker.
Link presentation: https://docs.google.com/presentation/d/1CO7GmEpsHuPPNjnG_YJCeBoV-jjv6GrhxEZUGPlIpm4/edit?usp=sharing
Routine
Time: 5 minutes.

the board.
Time: 5 minutes
I will write on the board “Do you believe in ghosts? Why, why not?” I will encourage them to answer orally.
Transition: “I definitely believe in ghosts, now let‟s read a story about them”
Development
Activity 1
Time: 10 minutes
Pre reading: I will stick 2 pictures on the board and then I will ask to the students “look at the following
pictures, can you see something strange? Do you believe that this kind of pictures are real? why, why not?”

After reading: I will ask students to answer the following questions.
a) Who took the picture?
c) When and where did he take it
b) What did the experts say about the picture?
Transition: “Well done everyone! Now let‟s revise the words in blue”
Activity 2:
Time: 10 minutes.
I will ask students to pay attention to the words in blue from the text. Then, I will ask them to complete the box
below classifying them into “countable and uncountable” I will do the first one as an example.
COUNTABLE UNCOUNTABLE
1) Ghost 1)

2) 2)
3) 3)
4) 4)
5) 5)
After that I will ask them to complete the following definition writing “countable or uncountable”
These nouns are things that we can count using numbers. They have singular and plural form.
They are ______
These nouns are things that we can’t count using numbers. They don’t usually have plural form.
They are ______
Transition: “fantastic job, now let‟s watch a presentation about this”
Activity 3:
Time: 10 minutes
I will show to the students a presentation with different sentences related to the story using quantifiers. I will
explain to them that we can use the qualifiers according to the nouns, if they are countable or uncountable.
After that, I will ask them to complete the following table and to include an example from the text. As an
example, I will include the first one.
WITH COUNTABLE NOUNS WITH UNCOUNTABLE NOUNS
A/AN “An elderly couple” X
SOME
ANY
MUCH
MANY
A FEW
A LITTLE
Transition: “great! Now let‟s write an example”
Closure
Time: 5 minutes
I will ask them to look at the pictures again and try to say an example using the correct form of the nouns and
quantifier. I will ask them “What can you see?”
After the discussion, I will ask them to hand in their homework, to use hand sanitizer and say goodbye.

Clase Nº: 7
Teaching points: Linkers of time- adjectives -Idiomatic expressions- Relative clauses - Indefinite pronouns –
quantifiers
Unit Aims:
During this lesson students will be able to…
-To retell spooky situations.
-To create a horror story.
-To reflect on the use of the different structures learnt so far and include them in their productions.
-To develop their writing and reading skills while writing their own story.
-To develop their listening and speaking skills through the group activity.
Language Focus:
R
E
V
Scary, fear, sad, happy,
interesting. But, however, now,
last year/month, week/night, ago,
then and. Personal pronouns.
Something, everyone, anything.
That, who.
Express their
own ideas about
horror stories.
Linkers of time- adjectives
- Indefinite pronouns
N
E
W
Couple, advice, evidence,
research, ghost, spooky, terrified,
possessed. After that, but. To
look as if one has just seen a
ghost, hold your breath, to be
scared stiff, to shake like a leaf.
Linkers of time-
adjectives -Idiomatic
expressions- Relative
clauses - Indefinite
pronouns – quantifiers
Materials: Computer, internet, Google document.

LINK DOCUMENT: https://docs.google.com/document/d/1XUbGbCqfAmeNaoicTytVRLxICJQPtAqu_OttLqPumU4/edit?usp=sharing
Pictures:

Routine
Time: 2 minutes.
the chat.
Time: 5 minutes
I will ask to students: “Think about all the horror movies/stories you have watched/read. Now, write all the
things you like and don‟t like about them in the chat”
The idea is to brainstorm ideas for their own production later.
Transition: “Good, now let‟s read your classmates opinions”
Development
Activity 1
Time: 5 minutes
I will share a doc file for all students (since they are only 4) for them to work collaboratively.
I will ask them to open the doc file. Then, I will ask explain to them that they are going to work together.
After that I will ask them to go over their classmates opinions written in the chat and to look out for similar
opinions. Then, I will ask them to complete the table in the doc file with those opinions.
HORROR STORIES / MOVIES
THINGS WE LIKE THINGS WE DONT LIKE
-
-
-
-
-
-
Transition: “Well done everyone! Now, let‟s work!”
Activity 2:
Time: 5 minutes
I will explain to them that they are going to write a short horror story as a group (the 4 of them).
After that I will ask them to go over 3 different pictures with titles in the doc file. Then, I will ask them to choose
one of them as a group. If they can‟t decide I will encourage them to vote or to invent one title if they want to.
After choosing the picture and title, I will ask them to look at the layout of the short horror story for them to
guide while writing.
FIRST PARAGHAPH
When and where is the story happening?
Who are the main characters? Present them.
Example:
“One day my friends victor, Pedro and I were ….”
“Last month/night my family and I…”
SECOND PARAGRAPH What is the main conflict of the story? What do the main

characters have to deal with?
Example:
“We were having lunch, when suddenly something happened.
We heard/saw … “
THIRD PARAGRAPH
How did the main characters cope with the conflict?
Example:
“We decided to call the police..”
“We were scared stiff and couldn’t do anything so we ….”
FOURTH PARAGRAPH
The end of the story, is it an open ending or a closed one?
Example:
“My mother told me that it was impossible that I talked to
Laura, since she had died two years ago”
“Finally I woke up and realized that everything was a dream”
Transition: “fantastic job, now it‟s time to write your story!”
Activity 3:
Time: 25 minutes
I will explain to them that the story must be written using the past form, like the stories they have read so far,
and that they have to try to include the structures we have learnt so far such as: Linkers of time, adjectives,
idiomatic expressions, relative clauses, indefinite pronouns and quantifiers.
While working on their story, I will monitor them and providing feedback on their production.
Transition: “great! Now let‟s hear your story!”
Closure
Time: 2 minutes
I will ask them to read their story. After that I will ask them: “Did you like writing your own horror story? Why,
why not?”
After the discussion I will say goodbye.

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