Inside TV Series – A Vocabulary Lesson (90′)

First and foremost, I have created a channel on youtube, where I’ll be weekly posting some tips. You can subscribe here ->   https://www.youtube.com/channel/UCCYYu7oBy1hEeKZ5cY6GE8g 

Secondly, this lesson has been planned for Upper Intermediate students from the age of 13 on.

Material used:

PPT File:Inside TV series – A Vocabulary Lesson

LINKS:

 

[Slide 1]

Vocab Lesson

1. Introducing the topic 

  • Interaction: T-Ss / Ss-Ss / S-Ss
  • Timing: 5′ (open the discussion so students can share their favourite tv series, things they learn from them, etc).
  • Monitoring: Teacher checks if students are on the same page.
  • Feedback: If needed.

[Slides 2 – 6]

2. Setting the scene 1 (Video 3.42 – on)

  • Interaction: Ss-Ss / S-Ss
  • Timing: 10′
  • Monitoring: Teacher stays still during the video watching and makes notes on ss’ contributions.
  • Feedback: Board ss contributions, mainly vocabulary and pronunciation.
  • Steps: A) Students are going to look at pictures of Dakota Johnson and the Stranger things cast and discuss in pairs or trios what is the connection between them? B) Students watch part of the video and share their findings with their group. C) share with the whole group.

3. Detailed questions (scan)

  • Interaction: Ss-Ss / S-Ss
  • Timing: 10′
  • Monitoring: Teacher stays still during the video watching and makes notes on ss’ contributions.
  • Feedback: Board ss contributions, mainly vocabulary and pronunciation.
  • Steps: A) Students are going to watch the video from the beginning and answer the following questions in pairs/trios:  1) Jimmy starts asking her about her skunk situation, what is that? 2) What can be used in order to get the smell out? B) share with the whole group.

On the next slid students will have more questions:

  • Steps: A) Students are going to watch the video from the beginning and answer the following questions in pairs/trios:  1) Who was Dakota actually looking at? 2)Who did she catch on video accidentally? 3) What was this person doing? B) share with the whole group.

4. Working on vocabulary (1)

  • Interaction: Ss-Ss / S-Ss
  • Timing: 5′
  • Monitoring: Teacher walks around the room, listening to students and taking notes to be used next. Correction of the spot – late sentence can be used. 
  • Feedback: Board ss contributions, mainly vocabulary and pronunciation.
  • Steps: A) Students are going to discuss the meanings of the following words/phrases from the video in pairs/trios:  1) when something goes viral? 2) to be sly about something? 3) a sneaky pic? 4) a stalker / to stalk someone?

5. Working on Vocabulary (2) 

  • Interaction: Ss-Ss / S-Ss
  • Timing: 10′
  • Monitoring: Teacher walks around the room, listening to students and taking notes to be used next. Correction of the spot – late sentence can be used.
  • Feedback: Board ss contributions, mainly vocabulary and pronunciation.
  • Steps: A) Students are going to discuss the questions shown on the board in pairs/trios: 
    • Have you ever had a photo taken that went viral?
    • Have you ever tried to be sly about something? Were you successful?
    • Have you ever seen a celebrity before? Have you tried to take a sneaky pic?
    • Have you ever stalked someone or been stalked by anyone?

B) Share with the whole group.

[Slides 7 – 10]

6. Linking to the next step of the lesson + Stranger Things

  • Interaction: T-Ss / Ss-Ss / S-Ss
  • Timing: 5′
  • Monitoring: Teacher walks around the room and takes notes on students’ contributions.
  • Feedback: Board ss contributions, mainly vocabulary and pronunciation.
  • Steps: Students are going to discuss the questions shown on the board in pairs/trios: 1) Have you ever watched this series? 2) Would you recommend it? Why/not?

7. Setting the scene 2 (watch Stranger things casting secrets)

  • Interaction: T-Ss / Ss-Ss / S-Ss
  • Timing: 10′
  • Monitoring: Teacher walks around the room and takes notes on students’ contributions.
  • Feedback: Board ss contributions, mainly vocabulary and pronunciation.
  • Steps: Before watching the videos students will guess in pairs/trios what casting secrets they might have. 

 

8. Working on Vocabulary (3) 

  • Interaction: T-Ss / Ss-Ss / S-Ss
  • Timing: 15′
  • Monitoring: Teacher walks around the room and takes notes on students’ contributions.
  • Feedback: Board ss contributions, mainly vocabulary and pronunciation.
  • Steps: At this point, students watch the video again and they make a list of words that are new to them or different in any way. Of course, you’ll have your list ready, in case they do not come up with anything. Below:
  • Cloak(ed)
  • Sidekick
  • Raw emotions
  • Hit sth out of the park
  • G-string or thong
  • A gig
  • Prior commitments
  • To be demanding
  • Quirky
  • To think you or someone is done
  • To envision

After, students can share their lists in pairs/trios and then with the whole group.

9. Working on Vocabulary (4) 

  • Interaction: T-Ss / Ss-Ss / S-Ss
  • Timing: 15′
  • Monitoring: Teacher walks around the room and takes notes on students’ contributions.
  • Feedback: Board ss contributions, mainly vocabulary and pronunciation.
  • Steps: Since they have new vocabulary here as well, at this point they should come up with sentences and questions to ask their pairs or trios. And of course, you’ll have them ready beforehand as well. 

 

  • Have you ever felt you were cloaked? What was the reason?
  • When was the last time you presented raw emotions? What was the occasion? 
  • In what situations do you feel you have hit something out of the park? Do you think it is mainly at school/work? Or in your personal life as well? Opposite to this, have you ever thought you were done? What happened?
  • Prior to studying English, what were your objectives in life?
  • Have you ever met anyone that can be considered to be demanding?

[Slide 11]

Vocab Lesson

10. Revisit the topic of the lesson

  • Interaction: T-Ss / Ss-Ss / S-Ss
  • Timing: 5′ 
  • Feedback: If needed
  • Steps: Ask students to briefly list the vocabulary learned and how/when they are going to use it outside their classroom.
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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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