Assignment # 3

Student: Rocío Martínez

LESSON PLAN

Objectives: by the end of this microteaching students should be able to:

 Debate on topics about culture = TOO BROAD

 Compare real life situations with movie scenes = this is an activity not objective

Resources: Projector . Blackboard. Copies

Language Resources: Vocabulary on culture.

Pre – viewing activity: PRE AND WHILE WATCHING ACTIVITIES ARE EXACTLY THE SAME!
THE IDEA OF HAVING SS GUESSING THE TITLE OF THE MOVIE AFTER READING A DIALOGUE IS QUITE A CHALLENGE AND I HONESTLY DON’T SEE HOW CAN THIS BE RELEVANT TO THE
SEQUENCE! YOU CAN THINK OF A BETTER WARM UP! EVEN SHOWING THEM THE FRAGMENT OF THE MOVIE AND ANALYSE IT THEN IT’S A BETTER WARM UP. (YOU KNOW THE DRILL BY
NOW – THERE’S NO PURPOSE FOR WATCHING THE VIDEO – FOR READING THE DIALOGUE - ETC).
T will hand in a photocopy, in which there will be a dialogue from a movie. The T will ask sts to read it aloud and she will ask the sts if they recognize that dialogue from any movie they have
seen before. T will let the sts try to guess what movie is the dialogue from, and write the movie title on the blackboard. Sts will be asked to answer questions on the content of the movie; if
they have seen it or not, if they remember what it is about, if they have any favourite scene, etc

While-viewing activity:
T will hand in a photocopy, in which there will be a dialogue from a movie. The T will ask sts to read it aloud and she will ask the sts if they recognize that dialogue from any movie they have
seen before. T will let the sts try to guess what movie is the dialogue from, and write the movie title on the blackboard. Sts will be asked to answer questions on the content of the movie; if
they have seen it or not, if they remember what it is about, if they have any favourite scene, etc.

Post-viewing activity:
T will ask the sts questions to reflect on the message the video sends. They will discuss about what do they think about what happens on the video, and which part of the whole video is the
most shocking/interesting/important. = I DON’T THINK THERE’S A MESSAGE HERE. BUT THERE’S A REAL AND CONCRETE PROBLEM: COMMUNICATION / CULTURE / BARRIERS – ETC. THIS
IS A GREAT THING TO EXPLOIT – ASK YOUR SS HOW THEY FELT WHILE WATCHING THE VIDEO. WERE THEY ABLE TO UNDERSTAND ANYTHING? HAD IT BEEN THEM IN SUCH A SITUATION,
HOW WOULD THEY HAVE REACTED? WHAT WOULD THEY HAVE DONE? APART FROM LANGUAGE – WHEN WE TALK TO OTHER PEOPLE –WHAT OTHER ASPECTS CAN WE USE TO CONVEY
MEANING?
I THINK THIS ARE ALL IMPORTANT QUESTIONS YOU SHOULD BE FOCUSING ON – MAINLY IF THIS WHOLE SEQUENCE WANTS TO WORK ON THIS TOPIC.

Appendix:
Video: https://www.youtube.com/watch?v=fNSaxqEmsPs - Spanglish – Communication barriers

Rationale:
Taking into account the Curriculum Design for Secondary school, this activities were based in rising students´awereness about their own cultures and otherness. As the author mentions in
the excerpt, the interaction between the students’ own culture and others’ is crutial to make a reflection towards the differences between them and taking into account that learniong
about other cultures does not mean to accept them, but they should recognize how pragmatic meaning changes depending on each person’s culture.