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Pap - Ti Lesson Plan

This lesson plan is about discussing television programs. The objectives are for students to ask what someone watched on TV the previous day, discuss titles and genres of shows, and state opinions. Previous knowledge includes vocabulary for likes/dislikes and present/past activities. New vocabulary covers genres and opinions of past experiences. Materials include textbooks, writing tools, and technology. The lesson involves a video conversation starter, filling in sentences about shows, and creating sample dialogues discussing TV watched. Students then perform their dialogues and provide lesson takeaways. Homework involves matching shows to genres. Contingency plans address technology issues or less time.

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46 views3 pages

Pap - Ti Lesson Plan

This lesson plan is about discussing television programs. The objectives are for students to ask what someone watched on TV the previous day, discuss titles and genres of shows, and state opinions. Previous knowledge includes vocabulary for likes/dislikes and present/past activities. New vocabulary covers genres and opinions of past experiences. Materials include textbooks, writing tools, and technology. The lesson involves a video conversation starter, filling in sentences about shows, and creating sample dialogues discussing TV watched. Students then perform their dialogues and provide lesson takeaways. Homework involves matching shows to genres. Contingency plans address technology issues or less time.

Uploaded by

api-698038829
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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UNIT Name: Mes loisirs

LESSON #: Lesson 3 of 6

TOPIC: Qu’est-ce que tu as regardé hier ?

CURRICULUM INTEGRATION:

HFLE FOCUS (if any):

OBJECTIVES

Objectives Linguistic Skill Domain Content


By the end of the lesson students will be able to: classification Standards

• Ask what someone watched on television


yesterday
• Discuss the title and type of TV programmes Writing & Communications
watched Cognitive
Speaking Cultures
Affective
Comparisons
• State orally & in writing their opinion of the
programme

PREVIOUS KNOWLEDGE:
Content: J’aime, je n’aime pas, je déteste, je regarde, marrant, ennuyeux, Qu’est-ce que…
Functions: To express opinions of current experiences, to express their current or usual activities, to form
questions

NEW CONTENT:
Content: le dessin animé, une série, un documentaire, les informations, C’était affreux, passionnant,
intéressant…
Functions: To express opinions of past experiences, to express completed actions in the past

MATERIALS:
Non-technology materials: Expo Textbook, writing instruments
Technology tools: Canva, Smartboard, internet, HDMI cable

1
SET INDUCTION: A Canva-created video of two friends discussing what they watched yesterday.
https://www.canva.com/design/DAFj-BKUHE8/Ey6ggqJyDVxEaCG0rRGHrw/watch?utm_content=DAFj-
BKUHE8&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink

CONTEXT: You and your cousin from Québec are TV fanatics and chat about the latest shows you have both
watched.

SUB-CONTEXT and ACTIVITIES:

Sub-Context Teaching strategy Student Activity (ensuring that each Time


activity builds into the one that
follows)
Review of Previous Knowledge 3 mins
You and your Students view each past activity and
cousin chat about Teacher presents various images of complete the captions orally.
last weekend’s activities with incomplete sentences as
activities. captions.
Teacher prompts students to complete
the captions based on the images
given.

You message Presentation 8 mins


your cousin to Students copy the underlined key words
find out what Teacher writes a simple dialogue on and phrases into their notebooks.
shows he looked the Smartboard on the two teens
at yesterday on talking about the shows they watched Student practice speaking the dialogue
Saturday. and their opinions of it. in sections, then in pairs
Teacher underlines the key words and
phrases, then uses the inverted triangle
to read the dialogue aloud.

Your cousin tells Check 4 mins


you of all the On the Smartboard, the teacher On the handout, students complete the
shows he watched presents various incomplete sentences sentences by selecting the most
over the holidays. of the names of popular TV shows appropriate TV genre.
watched and opinions on it. The TV
show genres are placed in a word Students volunteer to read their
bank. completed sentences aloud.
The teacher distributes this activity in
paper format to the students.

You then tell your Practice (Guided) 5 mins


cousin of some Teacher presents three situations on Students write and complete the
shows you discussing TV shows and opinions, situations in their notebooks.
watched. along with a word/phrase bank.
Teacher presents three incomplete Students are called upon to say their
written responses to the situations completed situations
given.

2
Your uncle joins Creative practice 9 mins
the conversation Teacher gives students cues to create a In pairs, students create a dialogue
and asks what TV dialogue where there ask about and asking about and discussing TV shows
shows you discuss TV shows watched and their they have watched.
watched recently. opinions on them. After writing the dialogue, students say
Teacher then places the students in it quietly in pairs.
pairs.

EVALUATION according to each objective:


Context Objective(s) Evaluation Activities Time

You and your  Ask what someone watched on 8 mins


uncle discuss television yesterday Students enact their dialogues in front
TV shows  Discuss the title and type of TV of the class.
watched. programmes watched
 State orally & in writing their
opinion of the programme

CLOSURE (should be student led): Students are called upon to state what they have taken away from the
lesson.

HOMEWORK: Students complete p. 26 Ex. 1 in the Expo Textbook 2. They match the TV genre to the TV
show presented on each of the TV screens.

CONTINGENCY PLANS:
.
Technology: For a loss of internet, the teacher enacts the conversation with drawings on the Smartboard as
props
Time: Less items at the check and guided practice stages off the lesson would be given. Also, less presentations
would be evaluated. .

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