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Activity 1

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In the last activity they had to match the sentences and check what they have done with the audio from this video.

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During my fourth class, I prepared a self – assignment but as every class was about 120 minutes I decided to divide it in two. The first part we worked in revision and solve their doubts and the second one they had to develop the self – assignment.

To start with, I showed different papers where they could read some descriptions (those were related to movie genres and behind the scenes), so the first one I read, but the rest I invited to some student to read. They laughed a lot and enjoyed it. Next, I showed a flashcard about an Oscar and I asked them if they knew it, if they knew some actor, actress or movie that had won it, etc. We discussed what they thought. Then, I gave a photocopy where they had to tell me what kind of text it was, novel, short story, etc. Also in the text, they had to mark with color blue the Passive Present and with red the Passive Past. As a reading comprehension activity, the students had to complete a ‘True or False’ activity and justify the false ones. During the activities and explanations, I asked if they had any doubts about the topics, there were some students that asked me and they understood after my explanation.

The third activity also was related to Oscar awards, here they had to read some sentences and paid attention to the underlined part, and write next to each one, A for Active and P for Passive. To continue with, I gave another photocopy where they had to complete the correct form of the verb in brackets. The last activity was in the workbook, here they had to complete a Quiz with the correct name of the movie and the mark and classify the Present Passive and Past Passive completing a table.

The last part of the class, they had to do the self – assignment, the most of the students solved it in less time, but the rest could complete in 60 minutes as I planned. At the end of the class, I gave a little present to thank about the classes and their attention. :)

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Point 1 and 2

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Point

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Keanu Reeves on the set of the film "Bram Stoker's Dracula" 1992

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Keanu Reeves on the set of the film "Bram Stoker's Dracula" Киану Ривз на съемках фильма "Дракула Брема Стокера" http://keanu.ru http://vk.com/keanurussianclub

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Image for Presentation stage.

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This was used in presentation. They enjoyed a lot!

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Dracula's story for young English learners

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Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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During my third class, we continued working with movies, but this time with ‘behind the scenes’. To start the class, I divided into two lines, so to each student I gave a color envelope where inside there was a white sheet of paper. In that paper, they had to write a sentence related to what we worked in previous classes, so I wrote some verbs on the board such as play, write, book, directed, producer, and so on. So they wrote a sentence using one of those verbs and using passive, present or past. Next, they had to switch the envelope with their partner on the other line and check if it was ok.

During the presentation stage, we went to technology room, where there was a projector to watch the short movie and behind the scene trailer. But before that, I showed a picture about Dracula, and I asked if they knew him, if they had read any story about him. We discussed what they thought. Then I played a short biography about Dracula that they enjoyed a lot and understood correctly. With that short biography, they had to complete a table with the name of the film, year, place, character, etc. We checked the information that they wrote seeing the short video again.

Then in procedure stage, I present the new vocabulary showing to students a video where they could see different protagonists of Dracula but in the ‘behind the scenes’, they realized quickly. We discussed what they could see, what they thought and I showed different flashcards using to Dracula to present them. Then, we came back to the room, and I stuck all the flashcards on the board to refresh the new vocabulary, and below everyone, I wrote a brief description, in the second I invited to other students to make a description and we copied their productions. To continue with, I explained the negative form, that they realized quickly that I was talking about negative form. We copied some sentences which they had to pass to negative form.

In the activity stage, the students had to open their student’s book and complete a brief description about Dracula using Passive (Present or Past). Next, I stuck a poster on the board where together we completed using different information such as the type of film, place, time, actor’s name, about the story, etc. As an example, we completed together with Dracula, but then I gave a photocopy (that they had to choose what they want) where they have information about a movie. So as in the poster, they had to write their own description about the movie that they chose (it was done in pairs). The last activity, in their Student’s book, had to match the picture with the description that corresponds.

To close this class, I stuck a big paper poster on the board with a table that had some sentences (some in affirmative and some in negative) so the sentences that were in negative they had to pass to affirmative and vice versa. They worked really hard and enjoyed it a lot!.

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Closure

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Movie Poster

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Movie Poster

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Movie Poster

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Movie Poster

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This was my second class.  we continued working with movies and their genres. So to start the class (in warm - up stage) we played 'Jeopardy', this is an old game with different categories that the students chose to answer the questions. The categories were: Active to Passive, True or False, Correct or Incorrect, Active or Passive. In general, this was a great time, where the students enjoyed it and laughed a lot.
In 'Presentation' I stuck different movies (actual and past) to introduce the Passive Past. We discussed them, if they liked or not, if they watched or not, etc. when we finished, I divided the board on 'Present' and 'Past' and I invited some students to put the image in the correct place. Then, I wrote below every part, a past sentence and a present sentence, it means, one sentence using Present Passive and the other Past.
Then I asked about the differences between them, we discussed the present and past Verb to Be and then, about the past participle (they know them as the third list). They got the idea quickly and they copied that in their folders.
Once I explained the new structure, I stuck a big paper poster (afiche) on the board. I gave some sentences that they were in active (past or present) and they had to pass to Passive Past or Present. When they finished, they had to write their productions (only passed one boy or girl of every group).
It was a great activity, they could solve it correctly. Then, I wrote a title on the board: 'THE FILMS OF THE CENTURY', where the students had to say what they think about that and together brainstormed their ideas on the board. It was quite hard made that they realize that Century is about past and present films.
Then they opened their Students' book where they had this reading. Firstly, I explained that they had to read carefully in silence, then they had to mark (underline) all the passive (present or past) that they could find and finally, we checked what they have done. However, I couldn't do the whole activity because not all the students had the book, I put them in some groups but it was not enough to complete it.
Then I copied an activity related to the reading. It was True or False, and the false sentences they had to justify.
Finally, we played with a dice and questions inside it, so they had to choose a number, and then they had to say if it was Passive or Active, Present or Past.
It was a great class, in spite of they are quite talkative.
Observation: I had a video about Passive Voice, but I couldn't play because of the technology room was busy, so I decided to not play it.

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Point n° 1

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The students will have to pass the sentences to Passive.
Complete using Simple Past

1) Remy_____________ (distract) the cyclist.
2) The cyclist ______________ (crash) his bike into a car that was parked on the street.

3) Remy______________ (pull) Linguini's hair in order to move his body.
4) Remy _______________ (command) Linguini's body movements.
5) Remy ______________ (open) Linguini's eyes.
6) Colette _____________ (park) her scooter in front of the restaurant.
7) Colette _______________ (sharpen) the knives.

8) Colette ____________________ (slap) Linguini's face.

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Today it was my first class. It is important take into account that every class is about 120 minutes. So everyone has several activities and I can expand in each.
Firstly, I started the class making some groups where the students had to put some sentences in order and when they finished, they had to write down it on the board. It was great because they enjoyed a lot that activity.
Then, I showed a picture about a cinema (it is on the wall) and they made a brainstorm with all their ideas about that picture, and we wrote on the board. Here, I asked about the movies that they watched, what they like and so on. To continue this, I stuck different names of the genre and we talked about the movies that they know or watched according to the genre. It was great the way in which they follow me. There were some students that did not understand so much but they could complete the speak activity in a proper way.
To keep working with genres, I made a Prezi presentation with different posters about movies, so they watched and said the genre that they think they are. It was a great time but It would be better project the video from a projector and not from the computer.
Next, I explained the Passive Voice. I wrote two sentences on the board (one active and the other passive) so here I asked about the difference between them, they could identify the subject, verb, and object. It was very easy that they understood the topic (some of them realized quickly and some of them knew about the topic).
During the activity, first of all, I stuck the characters of Ratatouille. They quickly recognized them, most of them have watched and they loved it. So about this little scene, they had to complete a chart where they had to complete using simple past and then they had to pass the sentences to Passive.
The second activity, it was a game where they had to read aloud and the rest had to guess what genre the description was about.
The last activity was about the activity book (it is on the wall), where they had to complete with the genre and the names of the movie.
Finally, to close the lesson, they had to pass two sentences that I wrote down on the board to passive.
It was a great experience, they participated actively, they are thirty in total, but it was a very nice group.

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First Journal - Observation - 25th September

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First Journal - Observation - 25th September

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This was my first observation in secondary level. It was amazing because I have never been at this level, my experience was at the primary level. So for me, everything was new and it was scared about the adolescents' reaction; however, they were very kind and the headteacher, Stella, explained that I was a student and I would do my practices with them.
First of all, the teacher started the class copying the date, and as they had a short test, they did a revision about the topic that they have learned (Simple Past - Present Perfect). The teacher copied three activities that would be similar to the test that they would have in the next hour (in the wall is the test).
During the second hour, they completed the test. My observation was quite short because they were doing the test, however, I could realize that they enjoyed the subject, some of them study outside the school.
Before finishing their lesson, the teacher,  made an introduction of themselves where they had to say their names and a brief description about themselves,. In that moment, not all the students wanted to say anything apart from their names, they were quite shy.
It was a great time!