Universidad Catlica de la Santsima Concepcin

English Teaching Program

Unit 3 Level: Date: October 12th, 2017 Length: 90 min Pre-service Teacher: Pamela Garay M.
Intermediate
Aims: Students will be able to scan factual material for information to perform a relevant task using a song about having conflicted feelings.
Learning Outcome: Students use the learning strategy of sorting strips to organize a task.
Ref Planes y Programas: Los y las estudiantes usen habilidades en circunstancias comunicativas simples, personalmente relevantes y con propsitos
definidos.
Assumed knowledge: Structure of simple and compound sentences, adjectives, conjunctions and intensifiers. Aids
Whiteboard,
paper, markers,
worksheet.
Stages Procedure Instructions Time Interaction
What am I going to do? What am I going to say? Strategy/Objective T-Ss;Ss-Ss;etc
What are students going to do? (min)
Lead-In T plays the song from last class We will keep working with this To elicit knowledge T-Ss
song but in a different way. from the previous lesson
Ss and T revise ideas from last class based on the These were our ideas about the Ss-T
song song just for you to remember, it
is important for the final task.

T revise glossary from last class.
This words are important because To remind them key T-Ss
they help us remember the topic, words
keep them on your minds. Repeat
after me: unclear /nkl/ feel
/fil/ lost /lst/ love /lv/ never
/nv/ ending /nd/

Pre - T asks Ss to focus on the genre of the songs that will This class is going to be focused To maintain Ss on topic T-Ss
be played. on genre, so we will hear some
songs, pay attention to their
genres.

T shows Ss song abstracts from different genres. Song number one is Jammin-Bob To contextualize and use Ss-Ss
(Reggae Marley real texts.
https://www.youtube.com/watch?v=oFRbZJXjWIA Song number two is November
Classic rock https://youtu.be/8SbUC-UaAxE pop Rain-Guns n Roses
https://www.youtube.com/watch?v=d2smz_1L2_0 Song number three is Lady Gaga-
hip-hop Paparazzi
https://www.youtube.com/watch?v=_CL6n0FJZpk)
 Song number three is Dr Dre ft
Snoop Dogg- Still D.R.E

Ss share their ideas. Could you identify the genre of the Ss-T
songs?
Which ones did you identify?

T tells Ss that songs have all a similar structure, Songs have a similar structure To generalize T-Ss
including Never Ending by Rihanna. despite of the genre, same thing
with Never Ending by Rihanna.

T asks Ss about the genre of Rihannas song. Can you identify Rihannas song
genre?

T talks Ss about R&B Now the term R&B is almost To contextualize T-Ss
always used instead of the full
rhythm and blues, and mainstream
use of the term usually refers to
contemporary R&B, which is a
newer version of soul and funk-
influenced pop music that
originated as disco faded from
popularity.

T projects the lyrics pointing out the tittle, structure, R&B lyrics typically consist of To point out type of text T-Ss
and some special characteristics that R&B songs two or three verses (sets of lyrics
have. that are either four or eight lines
long), which are separated by the
chorus (contains general, easy-to-
remember information related to
the song's topic). Specific and
detailed information is present in
the verses. Each successive verse
should introduce a new idea
related to the topic.
Stages Procedure Instructions Strategy/Objectives Time Interaction
What am I going to do? What am I going to say? (min) T-Ss;Ss-Ss;etc
What are the students going to do?
While T give Ss the worksheet with the lyrics This is our song. There is a tittle, and To deliver content T-Ss
as you can see the structure of a song
is different from a regular text.
They include: an Introduction (leads
into the song, and sometimes might
sound different from the rest of the
song (faster or slower)), a verse (main
part of the song/the lyrics are
different from the other verses), a
chorus (it repeats without change), a
bridge (sounds completely different
from the rest of the song).

T asks Ss to follow the lyrics while they listen and Lets listen to the song again, and To label Ss-Ss
try to identify the parts of the song. while you listen, identify and label
the parts of the song that are missing.

T monitors Ss performance I will be around checking your work, To monitor Ss-T

if you have questions just raise your
hand.

T and Ss check answers Okay! Lets check To monitor Ss-T

T tells Ss about the composition of verses
The first step is to have a track and a T-Ss
topic and we already have that
because we are using somebody
elses song. Establish a rhyme
scheme. This means the way they
use rhyme to highlight prominent
ideas and draw attention to certain
lines. Not every song needs to
rhyme. In some compositions, a
rhyme pattern will sound too sing-
songy, which can lessen the impact
of the music and lyrical content.
Use evocative language. Write your
main ideas to paper, then go back
and refine them later. Draw on
devices like simile and metaphor to
 tell your story in a way thats
engaging to the listener.
Determine the right length: As we
are writing an R&B song, your verse
should only have 4 lines.

Post Ss create a To Do-List in pairs or groups of three, Now you are going to group up, talk To organize Ss-Ss
in order to organize the steps fot the task about how you are going to work on
your verse, and make a summary by
organizing them into a number of
steps to follow, a To Do List, so you
can work on your verse the next
classes. To model T-Ss
T writes the activity as a To Do List on the Get in pairs or groups
whiteboard. Summarize the ideas in just
one sentence.
List them up.
Check if they are doable
Edit
Customize
Hand in

That is a To do list of what you have

to do today.

Feel free to create, I will be checking T-Ss

T monitors groups
your process.
How is it going? Tell me your ideas

Please give me your lists, we will use

T shares some of the lists to the class
them next class as a checklist to help
us write our verses.
Ss give T the list.
 POST LESSON COMMENTS:

How did the lesson come out in relation to what you have planned? Refer to: aims, anticipated problems, time, students motivation, organization,
setting up tasks.

What would be the aspects you need to improve in the planning and development of future lessons?
Adapted from University of Sussex