LESSON PLAN

Storyboard and Video-making

Subject: English
Level: Pre-Intermediate
Time allocation: 2 x 50 minutes

Topic: Making Documentaries/ Retelling Past Events

Skill emphasized: Listening and Speaking

Target Past Tenses (Simple Past and Past Perfect), Sequence Markers/ connectors
Grammar Point:

Objectives: By the end of the lesson, the students will be able to:
1. Practice using past tenses to recall and describe previous experiences
2. Practice using sequence markers/connectors to organize a series of
events chronologically

Pre-requisites : • The students have already been introduced to the past tenses (both
simple past and past perfect)
• The students come to class bringing pictures of an event or activity in the
past that is memorable to them.
Assessment: Storyboard and video-making assignment. The rubric is attached.

Materials/ Equipment: • Rearranging paragraphs + fill in the blanks worksheet

• Storyboard template
• Video rubric

Sources Video example made by the teacher: https://youtu.be/zUD5KCrwTjM

 Procedure Materials Interaction Timing Objectives

Before Listening
Recalling Past Events
1. The teacher writes some dates and names of places on the board. These words reflect teacher’s
most memorable experience. For example:
2014 24
Coventry Adele
2. The students are encouraged to ask questions using the simple past tense to guess what those
words/ phrases describe. For example: • To activate
• When did you graduate college? Was it in 2014? background
• At what age did you get married? Was it when you were 24 years old? Teacher- knowledge
• When did you get your first job? At 24 years old? Strips of blank student • To practice
10 minutes
• Where did you study? Did you study in Coventry? paper Student- using the past
student tense to retell
• What was the first concert you went to? Was it Adele’s concert?
3. The teacher explains her past experiences based on students’ questions. personal
4. The students now have a chance to do the same activity. They write important dates/names/ experiences
places from the past that are memorable to them.
5. They then share with the person sitting in front or behind them to try to guess each others’ past
experiences. In this phase, it is expected that students try to use the past tenses correctly in a
meaningful and relevant activity.
6. The teacher monitors the language use and notes down any errors for further discussion.

Rearranging Video dialogs

The teacher then announces that today’s lesson is about retelling past events. She continues by giving a
To introduce
brief description of a previous event she attended called the World Englishes Roadshow, whose video Student
Worksheet 10 minutes students to the
she will show to the students. She asks the students to read the dialogs of the video first and try to (individual)
video topic
rearrange the jumbled order. The missing blanks on the dialog does not need to be filled in yet at this
stage.
During Listening
Listening for the order and blank-filling Worksheet
To identify the use
1. First listening: The teacher plays the documentary video and asks students to check their predicted Video: Teacher-
10 minutes of sequence
order. https://youtu.be/ student
markers in context
2. Second listening: The teacher replays the video and asks the students to complete the blanks with zUD5KCrwTjM
 Procedure Materials Interaction Timing Objectives
the correct sequence markers according to what is mentioned in the video.
3. The teacher then checks the students’ answers together in a whole-class manner. She explains
further about sequence markers.
After Listening
Making a storyboard of most memorable experiences
The students are asked to take out the pictures/ photos they've brought from home (the photos could
be soft copies). In the previous meeting, the teacher had asked the students to bring at least 8 pictures
of memorable events (it may be a compilation of different events) that they have experienced in the
• To practice
past.
using the past
Storyboard tenses and
The task is to make a storyboard based on the photos to form a short video documentary (2-3 minutes)
template (using sequence
of their memorable experiences. The teacher’s storyboard is an example the students can follow.
IMOOC’s markers
Students are also encouraged to make a short script (with bullet points) to accompany the storyboard. It Student
template); Miss 30 minutes • To practice
is essential that students use past tenses and sequence markers correctly to show the order of how the (individual)
Priska’s skimming and
events occurred.
storyboard scanning
example during
Research Task
internet
In explaining their past activities, the students must research about the venue/ location and share some
research
information about it in the video. For instance, their memorable experience is going to Bali for a high
school farewell. Some brief details about Bali (the customs, dances they’ve seen during the trip, and
tourism hotspots) should be explained.

Making a video (to be made during class) Laptop, headset

The students are urged to make a slideshow video of the photos while they describe the activities with a To produce an oral
portrayed. It is recommended that they use a screen-capturing tool such as https://screencast-o- microphone Student 40 minutes discourse of the
matic.com. However, they may use any program they’re comfortable with. (optional), the materials learned
Internet
 LISTENING WORKSHEET

A. Rearranging dialogs
Before the first listening:
You are going to watch a video documentary of the World Englishes Roadshow. Before you watch, try
to predict the sequence of the events by ordering the narration below. Write the correct order in the
left column. Don’t worry about the missing blanks at the moment.

Correct Video Narration

Order
A. The judges had a tough time deciding the best dish since they were all quite
comparable in taste and presentation. However, we did finally decide on the best
….
cooks in the class, who were _______awarded with goodie bags from the English
Department.

B. Domi and the Widya Mandala students had prepared three recipes of homemade
Spanish dishes to try out. The dishes were traditional Spanish omelet with cheese,
…. tuna salad, and tomato on toast. The high school students were divided into groups
to try one of the recipes prepared. They had to collaborate to figure out how to
follow the instructions on the recipe to make the dish.

C. This is a documentary of one of the sessions in World Englishes Roadshow 2017 held
….
by the English Department of Widya Mandala Catholic University Surabaya.

D. We are privileged to have a special guest, Domingo Enrique Grande, who came all
the way from Spain. He gave us a very informative and captivating presentation on
the Spanish customs, from the buildings, lifestyle, the common civil laws, to festivals
….
and religious traditional events, one of which was La Tomatina. La Tomatina is the
famous tomato-throwing event where people flood the streets just so that they can
throw rotten tomatoes at one another!

E. ________ the presentation, we had a short question-and-answer session for high

school students to ask Domi further questions. ________________ was a word-
….
translation game that got everyone excited and ready for the cooking segment
coming next.
F. ___________ , the students were able to follow the recipes very well. A
…. representative from each group shared how they made the dish to the rest of the
class, recalling cooking procedure and ingredients.

G. __________ the weeklong roadshow, the English Department students visited five
…. high schools in Surabaya holding fun English learning activities. In this session, we
held cooking practice at IPIEMS vocational school.

H. The roadshow theme is World Englishes as we’re trying to introduce the cultures of
…. countries which speak English not as a native language but either as a second
language or a lingua franca.

After you’ve made your prediction, Miss Priska will play the video for you. Check whether or not you got the
right order.

B. Fill-in-the-blanks
The second listening:
Miss Priska will play the video once again. This time, try to complete the sentences with the sequence
markers mentioned in the video.
 VIDEO RUBRIC

Below is the rubric that will be used to score your video. The main skill assessed in the video will be your
speaking. Do not worry too much about the video editing and transition, but rather emphasize and
showcase the best of your speaking ability.

Component Scoring Criteria Score

Uses a variety of vocabulary and expressions to convey precise meaning

25
according to the level of formality, uses less common and idiomatic vocabulary
Uses vocabulary resource flexibly, uses some less common and idiomatic
20
Vocabulary and vocabulary, and shows some awareness of style and collocation
……
Expressions Uses limited and common vocabulary and expressions, but makes meaning
15
clear in spite of inappropriate word choice
10 Uses only basic vocabulary and expressions
Uses the simple past and past perfect tenses as well as sequence markers
25
precisely
Uses the target structures with some mistakes that rarely cause
20
Grammatical comprehension problems
……
Accuracy Uses the target structures with reasonable accuracy but some errors may
15
cause comprehension problems
Errors in using the target structures are frequent and may lead to
10
misunderstanding
Explains with little hesitation that is mostly content-related and only rarely to
25
search for language
Gives extended explanation with some language-related hesitation, repetition
20
Fluency and and/or self-correction
…….
Coherence Is willing to speak at length, though may lose coherence at times due to
15
occasional repetition, self-correction or hesitation
Usually maintains the flow of speech but uses repetition, self-correction and/or
10
slow speech to keep going
Pronunciation and intonation are almost always accurate with only occasional
25
lapses, L1 accent has minimal effect on intelligibility
Pronunciation and intonation are usually clear/accurate with a few problematic
20 areas; the student can be generally understood although mispronunciation of
Pronunciation individual words reduces clarity at times ……
Pronunciation and intonation errors sometimes make it difficult to understand
15
the student
Frequent problems with pronunciation and intonation which cause difficulty
10
for the listener

Final Score (Total) ……