1. . Universidad Católica de la Santísima Concepción
English Pedagogy Programme
PPV
LESSON PLAN SDL
Unit: 2 - Entertainment Level: Length of lesson: Student-Teacher’s name:
2nd grade 45 minutes Diego Ulloa – Jóselyn
Gutiérrez
School:
CEIA MASS
Aim:
At the end of the lesson students will be able to comprehend general and specific ideas from the song “My heart will go on”.
Aids:
 Computer
 Data Show
 Whiteboard
 Speakers
Adapted from University of Sussex

2. Stages Activities Strategies Time
(min)
What the teacher is going to do What students are going to do…
Pre-listening
T shows the students a picture Ss see the picture and Making inferences 10
of the film ‘Titanic’ and asks comment on it. min
them if they have seen it.
T asks the students to name the Ss say the name of the song Making inferences
song they are going to listen and list some words they
and what words they think they think they are going to be on
are going to be on it. it.
T asks the students to predict Ss comment on the images Predicting
what images they are going to they think they are going to
see in the video from the words see from the words already
they said. And what they think said.
the song is going to be about
While-listening
T plays the song and asks them Ss listen carefully to the song Checking 20
to check their predictions. in order to check their predictions min
predictions about it.
T plays the 3rd verse of the Ss listen carefully the 3rd Understanding main
song and asks the students to verse of the song in order to ideas.
write down at least 2 or 3 write down some themes
themes related to the song. related to it.

3. T asks the Ss to write at least Ss write some themes that are
two or three themes that are found in the film.
found in the film.
T asks the students to relate the Ss relate the themes from the Understanding
themes from the song and the song and the themes from the specific ideas
themes from the film. film.
T plays the 3rd and 4th verse and Ss listen carefully to the 3rd
asks the students to fill in the and 4th verse of the song in
gaps. order to fill in the gaps
provided.
T asks whether the words they Ss make some comparison Comparing ideas
filled the gaps with had between the themes and the
anything to do with the themes words they filled in.
they wrote.
Post-listening
T asks the students to propose a Ss propose a different ending 15
different ending for the film for the film. min

4. . Universidad Católica de la Santísima Concepción
English Pedagogy Programme
PPV
LESSON PLAN SDL
Unit: 2 - Entertainment Level: Length of lesson: Student-Teacher’s name:
2nd grade 45 minutes Diego Ulloa – Jóselyn
Gutiérrez
School:
CEIA MASS
Aim:
At the end of the lesson Ss will be able to comprehend general and specific ideas from the trailer of “Toy Story 3”.
Aids:
 Computer
 Data Show
 Whiteboard
 Speakers
 Toys
Adapted from University of Sussex

5. Stages Activities Strategies Time
(min)
What the teacher is going to do What students are going to do…
Making inferences
Pre-listening
T asks Ss to say aloud some Ss answer to the Teacher what 5min
words they associate with words are associated with the
“Friendship”. word “friendship”
T shows Ss some pictures Ss watch on the whiteboard some
related to the video. pictures related with the
vocabulary of the video
T asks Ss to predict what the Ss brainstorm their ideas about Predicting
video is going to be about what the video is going to be
from the previous pictures. about.
While-listening T plays the video for the Ss to Ss watch the video to check their Checking predictions 25 mins.
check their predictions. predictions.
T asks Ss to identify what type Ss tell the T what type of speech
of speech they are listening to they listened to.
(ex. Informative, advertising,
etc).
Understanding main
T shows Ss some True or false Ss decide whether the sentences ideas
sentences. are true or false.
T shows Ss some multiple Ss answer the questions shown.
Understanding specific
choice questions on the ideas.
whiteboard related to the

6. trailer.
Post-listening T asks Ss to put themselves in Ss put themselves in Andy’s Connecting the topic 15 mins.
Andy’s shoes. They have to shoes, so they choose one toy with personal
experience.
choose just one toy from a box from a box and explain why they
and explain why they choose chose that toy.
it.
T asks Ss to share their Ss share their answers and
answers and make comments comment about the influence toys
about their childhood and the had on their childhood.
influence toys had on their
lives.

7. TBL Lesson Plan.
Unit: Level: Date: Time: Length: Teacher:
Entertainment 2nd grade 90 Joselyn Gutiérrez
minutes Diego Ulloa
Aims:At the end of the lesson students will be able to express their films preferences, written. Assume Knowledge:
 Kinds of films
 Simple present tense
 Adjectives
 How to give reasons
Anticipated problems: Possible solutions: Aids:
Students may have problems in identifying the The teacher shows students some pictures of different  Whiteboard
different kinds of films. films and they have to identify what kind of film they  Markers
are.  Carboards
Stages of the class Purpose What am I going to say? Interaction Skills Timing
Procedures
PREPARATION STAGE:
Warm-up
 T tries to activate the Eliciting the T: Good morning class! T-Ss. Speaking 5 minutes
background knowledge vocabulary needed T: I have two tickets for the cinema on
asking for different kind of for tasks later. Sunday afternoon.
films. T: This is the billboard for this weekend.
T: Could you recognize these kinds of
 T contextualizes the class. Communication of films?
the Objective S: Yes /No/So So/Some of them… T-Ss Listening 2 minutes
T: What do you think is the best kind of
film for me?
S: maybe action films, romantic films….
Drilling the T: I like comedies, because they make
exponent me laugh. And today you are going to
learn how to express film preferences. Ts - Ss listening 8 minutes
 T presents vocabulary Modeling the

8. vocabulary T: So, if you like this picture (science
Personalize fiction) you are going to say “I like or I
prefer science fiction films”, and then the T-Ss Speaking 5 minutes
reasons why you like. Ss-T
T: Please, repeat after me: I like science
fiction films, because they have
Set the task spectacular effects.
T: Juan, tell me any kind of film that you
like.
1.2 Assignment of the task
 The teacher asks the Engaging Ss, T: Now, you are going to work with T- Ss Listening 5 minutes
student to work in pairs, stating purpose, everything you know about how to
and choose a film. assigning task. express films preferences.
T: You have to find a partner, quickly
please.
T: You have to create a poster about your
film preferences, with the material that
you bring.
 The teacher tells the T: I need you to put on your tables the T –Ss writing 40 minutes
students the instructions of cardboards, the pictures or drawings, (more less)
the task and asks the pencils, etc. You have to choose one film
students to put the material genre that you like, then put a picture or
on the tables in order to a drawing of a film, later write a sentence
create a poster about their to express your preference and then give
films preferences. the corresponding reasons of your
choice.
T: Be creative, use colors, and
everything you want, feel free to create.
T: Do you understand? Please Fabian
tell me what you have to do??
TASK DEVELOPMENT
STAGE
 Students work in pairs
Use of new T: Do have any doubt? Can I help you? T – Ss Writing 8 minutes
completing the task. The language, Any question? Oh I think that you are
teacher goes around autonomy. doing a great job, well done! Ss – T
helping the students. The Monitoring,
teacher takes notes on Feedback.

9. errors to correct them later.
POST TASK STAGE
 The teacher presents some Improve the T: (1) Ok, I noticed that some of you T-Ss Speaking 5 minutes
mistakes that students language. wrote:
made during the task with Grammar use. I likes musical films. What do you think
the purpose of analyze about that? The verb does not correspond
them. to that pronoun, who can tell me the
correct form?
(2) Oh! What do we have here? I like
documental films.
Mistakes
correction T: Ok, so the correct form to express the T- Ss Listening 8 minutes
preference is I like… or I prefer…
And the correct form to the adjective is Ss –T
documentary. So you can say I like
documentary films.
Remember it, because it is very
important.
Improve
language, T: So students, did you learn how to Ss –T Speaking 4 minutes
grammar in use express your films preferences? T -Ss
Ss: yes !!
T: So, now that everything is clear, for
the next class you have to bring your
poster finished.