Lesson Plan Format

Teacher: Javier Aguirre Course: English Grade: 7th Grade Date: 05/25/2015 Time: 60 min.

Topic / context: Understanding how Hollywood stunts are performedLanguage Focus (sub skills): Skill(s) Focus: Reading / SpeakingMaterials / Resources: Textbook (with reading text), notebook, pen, audio clip, poster paper, markers, QR Codes, Smart Phones (with i-nigma app), computer, overhead projector and speakersLesson objective (s): Students Will Be Able To (SWBAT): show understanding of how stunts are performed in Hollywood films and share their opinion on whether it is a good idea or not for actors to perform their own stunts in action films through an informal conversation using the prompts in their textbook (p.39) as a guide.

Lesson stage or phase Interaction * Time (min.)Warm-up (procedure)Introduce the topic “stunts” by having students listen and watch a short video clip in which several stunt actors perform dangerous stunts for well-known action movies. Ss get together in pairs and make a list of movies in which dangerous stunts have been performed in. Ss have two minutes to do this. Then pairs of Ss share the information they have generated with the class. Ss complete their lists with any ideas their classmates might have suggested and that they did not think about previously.

T-Ss, Ss-Ss 5min.

Pre-ReadingStudents look at the pictures on pages 38 & 39 of their textbook and describe what they can see in them by writing key ideas and words on post-its.Ss share their work by posting it on the classroom walls. T elicits the key vocabulary and ideas from students.

SS-Ss

T-Ss, Ss-Ss

3min.

3min.While-ReadingReading No. 1: Ss are divided into four groups. Each group should have a smart phone with the i-nigma app installed. Taking turns, the members of each group must decode and read QR codes posted on the classroom walls. Each QR Code contains a sentence from one of the four paragraphs of the article to be read in class during the lesson. Each group reconstructs their paragraph on a poster using markers and the sentences they decoded from the QR Codes. Finally, each group posts its paragraph on one of the classroom walls and everyone walks around the class reading the four paragraphs. Ss sit down and T asks them a couple of questions to determine if Ss understood the gist of the article. Reading No. 2: Ss read the article again in their textbook as they listen to a recording of it and then answer the questions from part 3 on page 3. Ss compare their answers with a classmate and then they share with the class.

Reading No. 3: Ss work in pairs. T gives each pair a set of picture cards and asks Ss to put the pictures in the correct order according to the article . When finished, Ss check if they have the pictures in the correct order. Finally, Ss repeat the story,

T-Ss, Ss-Ss

T-Ss, Ss-Ss

Ss-Ss, T-Ss

8min.

10min.

15min.

using the pictures as a guide

Post-ListeningSs work in pairs and they use the prompts found at the bottom of page 39 to create an informal conversation in which they explain their points of view on if actors should perform their own stunts in action films.

T-Ss, Ss-Ss 10min.

Wrap – up (1 – 2 min. long)Show some pictures of movie posters. Students have to identify to what type of movie each one belongs to. Elicit from Ss any new knowledge that they should have acquired from today’s lesson.

T-Ss 1½min.

Assessment (procedure)If Ss are able to successfully perform the activity done during the third listening as well as the post-listening activity, then they have met the lesson’s objective.

Follow up notesKey vocabulary: silent film, slow motion, stunt person, film industry, special effects, film studio, on location, fight scene (Vocabulary from previous lesson: types of films)

* Types of interactions: T – S, S – T, S – S, T – Ss, Ss – T, S – Ss, Ss – S, Ss – Ss