Ezpeleta lp5- 25-10 (2nd part of the lp) - pass
- 1. 1 I.S.F.D LENGUAS VIVAS BARILOCHE – PRÁCTICA DOCENTE III ENTREGA DE PLANIFICACIÓN ALUMNO PRACTICANTE: PAULA EZPELETA Institución educativa: EESA N°1 Año y sección: 6to año (división única) Nivel lingüístico del curso: pre-intermediate (A2) Cantidad de alumnos: 26 Tipo de Planificación: Clase presencial Unidad Temática: Think positive - or negative? (‘Dystopias in literature’) Clase Nº: 2 (Lessons 14, 15 and 16 (2nd PART OF LESSON PLAN) Duración de la clase: 2 horas Fecha de la clase: 25-10-21 Fecha de entrega de la planificación: 23-10-21 Learning Aims During this lesson, learners will be able to: Practice talking about probabilities in a dystopian/utopian future world by using will, may and might & won’t. Revise and use will/won’t be able to talk about ability or possibility in the future. Develop reading skills by reading dystopian novels’ summaries while arousing students’ curiosity for this type of literature. Foster speaking skills by speculating on the future and imagining a utopian world. Promote teamwork and communication by playing an interactive quiz game and a spin roulette game. Give opinions and agree or disagree about the lesson’s topic. Language Focus
- 2. 2 LEXIS FUNCTIONS STRUCTURE R E V Action and state verbs Basic adjectives Basic adverbs Opposite verbs: Win – lose Lend – borrow Sell – buy Pass – fail Optimist/pessimist Think positive/negative healthier, longer ill, wealthy, sustainable, realist quickly, definitely, certainly wellbeing, average, expectancy, footprint achieve, enjoy, lead Expressing personal choices. Making predictions with will and won’t for personal predictions. Making predictions with will/won’t, may and might about current affairs. Tenses (present simple, present continuous, past simple, future simple, going to) Use of will for predictions I will pass the exam… I won’t win… I think… I don’t think… I hope… Are you a positive thinker? Yes, I am /No, I’m not. Argentina will win the World Cup 2022. N E W Utopian/Dystopian fictions dystopia (noun) infertile (adjective) pollution (noun) revolution (noun totalitarian (adjective) underground resistance (noun) Giving opinions about dystopian/utopian society. Agreeing and disagreeing. Speculating on the future. Talking about an ‘utopian’ daily routine. Use of will, might & may for predictions for predicting about dystopian/utopian societies. There will be only three countries in the world. Women won’t be able to have children.
- 3. 3 Materials Power Point Warm-up Quiz: https://docs.google.com/presentation/d/1HALkkt5-muSjWgcvFSAG- gkujwS8flDv/edit?usp=sharing&ouid=106841763969626939066&rtpof=true &sd=true Power Point Activity 1: https://docs.google.com/presentation/d/1oZi17Z7X5BjhygtcdO54d1lS4p9IP- 8f/edit?usp=sharing&ouid=106841763969626939066&rtpof=true&sd=true Power Point Closure (Spin Roulette): https://docs.google.com/presentation/d/1- Ne460zbbiVlZ73lKoLt2q2zo_eDEajc/edit?usp=sharing&ouid=106841763969626939 066&rtpof=true&sd=true Most of the activities of this lesson have been adapted from ‘Global’ Pre- intermediate (2010) Coursebook -1st edition. Macmillan Education. Students’ worksheets with your suggestions from the previous LP’s feedback. Link: https://drive.google.com/file/d/1- aW_bUJocJ6be7Mi0cMzXjOV0I20NuEc/view?usp=sharing Procedures GREETINGS (5 minutes) Before students get into the classroom, I will connect my netbook to the smart TV to get the slides readyfor the 1st activity and check that everythingis working well. - I will first greet my students and ask ‘How are you today? - I will ask ‘What day is it, today?’ and write it on the board. - OK, as many of you were absent last Monday we’re going to revise the key concepts of this lesson: Dystopia and Utopia. - I will add that the game is only for those who weren’t present last class. Please, don’t whisper the correct answers!!!
- 4. 4 PPT MULTIPLE CHOICE QUIZ: What do you know about dystopias and utopias? (5 minutes). - The idea of reusing this game is because is very short and willhelp all students to recall the concepts in a fun way. - I will share the quiz and say ‘I want to know how much do you know about dystopian and utopian novels or films? Have you seen The Hunger Games or The Squid Game? I bet you do! Well, those are dystopian films/series… everything is horrible!’ - I will say ‘Ok, let’s play this interactive quiz with all of you.’ - I will explain that they have to pick a number and have all together to agree on the correct option. - Students will choose a number, and together answer which they think it’s the correct answer. The game will give them instant feedback. - I will keep playing the quiz until all numbers are covered. - Once the game is finished, I will say ‘Bravo! Transition comment: Ok, let’s move to our first activity about classical dystopian novels, I promise you won’t get bored. There’s very interesting videos you will enjoy. We could only cover reading the first summary about 1984 last Monday (slide 9). ’ ACTIVITY 1: Reading dystopian novels’ summaries ‘Things will get worse…’ (90 minutes activity a, activity b), activity c) and activity d). - I will ask those students who attended the previous class if they can explain what 1984is about. ‘Who can remember the key idea in this novel?’ I will elicit government control. - I will ask ‘Do you feel that things will get worse or that maybe we will be able to change our lifestyle and learn to live differently?’ Students answer. - I will share the Power Point and review very quickly the first slides until I reach the first summary to contextualise the activity for the absentees (around 7 students got the jab that Monday).
- 5. 5 - Then, I will say ‘Please take your worksheets to follow the PPT and do the activities while I share the presentation. Don’t worry we’ll work together.’ - Then, I will read the Activity 1, exercise a) and explain ss that they’re going to listen and read 3 summaries about the novels we starting discussing today (slide 2). - I will elicit any details that ss know about the 3 novels or the films adaptations. I will add that the 3 books all have similar themes, as they are all dystopias. - I will say ‘But before reading the summaries, please have a look at the glossary (slide 4). Remember that you have the same information on your worksheets. - I will ask ‘Do you know any of these words?’ I think some of them you can figure out. What about revolution? Or infertile? We have very similar words in Spanish.’
- 6. 6 - After that, I will say ‘Before the reading you will watch the films’ adaptation trailers! 1984’s will look prehistoric for you! It was filmed in… Guess? 1984!!! Of course!’ - I will play the trailer and ask ‘What do you think the movie is about? I will elicit government control. (This part will be skipped). - Then, I will read some symbolic quotes from the novel and discuss with the class the meaning of them. The idea of this pre-reading activities is to engage students’ interests with the topic and arouse their curiosity for the reading task, - Then, I will say ‘Ok guys it’s reading time you will listen and read the first summary 1984. Have a look at the words in red, do you remember these words? - Finally, I will play the audio again for all students. (WE FINISHED HERE LAST MONDAY, OCTOBER 18)
- 7. 7 - Then, I will repeat the same procedure with ‘Brave New World’ and ‘A Handmaid’s Tale’ but this time I will ask students to read the summaries. - I will say ’Now, you can do exercise a) and tick the features the three novels have in common’. The activity will be checked with the whole class. - After checking exercise a), we’ll continue doing the post-reading exercise b). I will read the slide 19 and explain they will work in groups and decide if the sentences refer to 1984, BNW or HT. - I will monitor groups and assist them in case they need help. - Once students finish the activity, I’ll take whole class feedback and pick up any interesting views or comments. - Then, we’ll continue with exercise c). I will read the instructions and ask ‘Do you think these things will happen in the future? Or do you feel that we’re already living in a Dystopia (COVID pandemic)? - I will say ‘Share your opinion with the class and use the Useful Phrases to help you.’ - I will encourage ss to give their opinions ‘C’mon! Give a try! Don’t worry about making mistakes! Making mistakes is a very important part of learning anything.’
- 8. 8 - Then, I will share the English grammar focus (slide 21) to review will for predictions and will/won’t be able to talk about ability or possibility in the future. I will focus on the latter since it’s the new grammatical item. - Then, I will share the last exercise (d) and ask ss to re-read the the definition of utopia. - I will ask to write three predictions for a future utopia. - Then, I will share my own predictions for a future utopia ‘Have a look at my own predictions. Do you agree with any of my predictions?’. By showing a model of predictions I will scaffold students’ learning process.
- 9. 9 - Finally, I willask a few volunteers to share their predictions with the class. This sharing can be very entertaining since ss are likely to produce far-fetched predictions. Transition comment: Well, today we work very hard. Lets’ finish this lesson having some fun. You love the spin roulette so today I’ve brought a new one that will make a bit! SPIN ROULETTE: ‘Imagine you live in a perfect world… (20 minutes). - I will share the power point for students and say ‘Imagine you live in a perfect world… and can choose whatever you want do. - I will pick a ss to show the game and explain that I will spin the roulette and he/she must shout ‘Stop’. The arrow will land in a question such as ‘Who do you marry with? Or How many hours do you work?’ - The questions are in the present simple since the idea is for students to imagine they currently live in that perfect world. Besides, it will help them to revise Q & A with the preset simple and feel more relaxed to answer.
- 10. 10 - Finally, I will say ‘it’s almost time.’ ‘It was a wonderful class. See you next Monday! End Each activity must be described in terms of the following components: Timing Activity description and instructions as they will be said to students (include direct speech) Scaffolding strategies Transition comment to link each stage of the lesson with the next one To be completed by your tutor:
- 11. 11 Lesson plan component Excellent 5 Very Good 4 Good 3 Acceptable 2 Needs improvement 1 Visual organization X Coherence and sequencing X Variety of resources X Stages and activities X Scaffolding strategies X Language accuracy X Observations I want to be your student! Great lesson! I liked the changes you´ve made to the worksheet. Students will be actively involved at all times. Good for you!