UNIVERSIDADE FEDERAL DE SÃO CARLOS (UFSCar) – Departamento de Letras (DL) – Graduação em Licenciatura em Letras/Inglês.

Disciplina: Introdução aos Estudos de Língua Inglesa 2 (2022-2) – Professoras: Elaine Borges e Rita Barbirato

Ana Cristina do Amaral Camossa/ Isabela Vieira Bernardes

Prospective teacher(s):

LESSON PLAN – MICRO TEACHING (Effective Teaching Materials)

Subject: Topic/Theme: Level: Timing:

Learning objective(s):
Prior knowledge(s): Unit of teaching: ( ) word; ( ) sentence; (X) text
( ) as an expression of thought; ( ) behaviorism
LANGUAGE LEARNING
( ) as an instrument of communication; as a code to both encoder (emitter) and decoder (receiver) of the message; ( ) cognitivism / constructivism
conception: conception:
(X) as social practice /interaction; as a means of communicative exchange (X) sociointeractionism / sociocultural
Language focus/SKILL(s): (X) speaking; ( ) listening; (X) writing; ( ) reading Language focus/GRAMMAR: ( ) deductive; (X) inductive.
APPROACH to Language teaching: Genre based approach Text/Genre type: Movie Synopsis

STAGES: LEARNING EXPERIENCES (route and step-by-step):

Describe what a synopsis is and its characteristics. Describe the text structure of a synopsis: name of the movie, name of the actor or
Building the character, followed by the main action of the movie and a conclusion or mention of a special scene. Talk to the students about the
Context importance of this type of text genre to promote Brazilian cultural production to students from other countries.

Explore / Deepen students' knowledge about the chosen text genre. Show some movie synopses to the students. Ask them to recognize
Modeling
the main characteristics of the genre.
Joint Gather students into groups and ask them to choose three well-known Brazilian movies and search about their scripts. Ask them to write
Construction of drafts of the synopses of the chosen movies. The synopses must contain a maximum of 140 characters. The teacher must act as a
the Text collaborator clarifying doubts and correcting possible mistakes.
Independent
In groups, the students must write the final version of the synopses. At the end, the synopses must be presented orally to the classmates,
Construction of
and subsequently published on the school´s social network.
the Text

Didactic material(s) and resource(s) needed

Source (adapted from): BORGES, E. F. V.; SILVA, W. M. The emergence of the additional language teacher/adviser under the complexity paradigm. DELTA, 35/3: 1-24, 2019. p. 24 (Attachment).
ARIMBAWA, I. N. Text-based approach to EFL teaching and learning in Indonesia. PRASI, 8/13: 9-13, 2012.
Reference(s):

Attachment(s):