THE CHINESE UNIVERSITY OF HONG KONG FACULTY OF EDUCATION

EDUC3140 Curricular Strategies for Tackling Individual Difference Dr. Sally Wai Yan WAN

LESSON PLAN

Chong Sin Yi, Irina (1155004024)

27 March 2013

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LESSON PLAN Level: S1 Class time: 40mins Number of students: 36 Teaching item(s): Film genres – Action, animation, comedy, documentary, fantasy, horror, musical, romance, and science-fiction Teaching material(s): Padlet, Smartboard, teaching notes (appendix I), worksheet (appendix II), and homework (appendix III) Learning objective(s): 1. To understand the meanings of the nine film genres.

2. To learn the pronunciation of the nine film genres. 3. To develop an understanding on the general plots of different film genres.

Pre-assessment: A 5-minute student-teacher conference – Teacher has identified how frequent students watch a film, their favourite films or preferred genres, and their ability to contrast the features of different genres.

Time Procedures Rationales 5mins PRE-TASK

1. Ask Ss if they have watched any recent films. Give some examples to Ss if they are not familiar with recent movies.

2. Ask Ss to comment on the recent films they watched. 3. Invite Ss to share their favourite films and explain why they like it. 4. Type Ss’ favourite films and comments on a new Padlet.

Motivate Ss and lead-in. Actively involve Ss in class.

Raise Ss’ interest in learning the new items by

referring to their favourite films.

17mins TASK ONE 1. Show Ss the 9 film posters attached on a pre-made Padlet via Smartboard. 2. Point to a poster and ask Ss about the film name and plots. 3. Introduce the genre of the film.

Familiarize Ss with the nine film genres.

Heighten Ss’ awareness of features of different

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4. Write the corresponding vocabulary below the film poster on the Smartboard and pronounce the word twice for Ss.

5. Ask Ss to come up with some words to describe the general features of the genre and type them on Padlet. (See appendix I for a list of related vocabulary. Suggest those words to Ss if they cannot come up with any vocabulary)

6. Repeat steps 1-5 until all 9 film posters have been gone through. 7. Erase all the vocabulary items on the Smartboard. 8. Point to a poster and ask Ss to describe its genre. 9. Rephrase their descriptions and label again the genre of the film poster on

the Smartboard. 10. Ask the whole class to pronounce the vocabulary once. 11. Repeat steps 7-9 for 3 more films. 12. Pick Ss to describe the remaining five film genres and rephrase their

descriptions one by one. 13. Label the genres of the remaining film posters. 14. Ask the whole class to repeat the vocabulary once. 15. Open the page of Padlet created in the pre-task stage. 16. Invite Ss to come out to the Smartboard, swipe the favourite films listed to

their corresponding genres written on the Smartboard. (Note that a movie may belong to more than one genre. Accept different answers as long as students can justify their choices.)

film genres by referring to authentic texts.

Ensure Ss’ full comprehension of the film genres by rephrasing and giving sufficient practice.

Solicit response from Ss and evaluate their

understanding on the nine film genres.

Prepare Ss for the following activity.

15mins TASK TWO 1. Tell Ss to assume themselves going for a movie with their friends this

coming weekend and that they have to pick a movie which suits everyone.

Provide Ss an opportunity to apply what they

have been learnt so far.

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IDEAS FOR THE DIFFERENTIATED LESSON PLAN

This single lesson of English consists of three parts: a pre-task, two while-task activities

and a post-task. Before the lesson, a 5-minute student-teacher conference is conducted as a

mean of pre-assessment to evaluate students’ prior knowledge and familiarity of the topic to

be taught (i.e. film genres). It is hoped that by identifying students’ preference on film

watching, relevant examples can be used to raise their interest in learning the target items as

well as motivating them to actively participate in class to maximize the learning outcomes.

Information and communication technology is adopted in this lesson because of its more

engaging, relevant, meaningful, and personalized learning experience offered to students.

Padlet is not only user-friendly to arrange ideas and attach multimedia on a wall, but also

allows students to check out the in-class discussion later again via computer or mobile

devices. Students are no more bounded by class time and can review the target items in their

own pace according to individual needs. With the use of Smartboard, different learning styles

of students are also accommodated. While tactile learners benefit from going up front and

interacting with the board, visual learners respond well to the visual projection elements.

By providing peer assessment form to students, it is expected that students will take up

responsibilities for their learning by critically reviewing others’ work, reflect on themselves

and improve their performances. Students are encouraged to discuss any uncertainties over

the use of the target items and help each other out during the process of feedback giving. Any

misconception of the target items would be corrected as a result of peer learning.