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Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva...

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Lesson Plan Lesson Plan Cristiane Tinôco Cristiane Tinôco Ligia Farnezi Ligia Farnezi Relva Caroline Relva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica Professor Deise Prina Dutra
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Page 1: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Lesson PlanLesson PlanLesson PlanLesson Plan

•Cristiane TinôcoCristiane Tinôco•Ligia FarneziLigia Farnezi

•Relva CarolineRelva CarolineUniversidade Federal de Minas Gerais

Gramática Pedagógica

Professor Deise Prina Dutra

Page 2: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Class• English course class;• Teenagers;• Intermediate level;• From sixteen to twenty students;

Page 3: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Linguistic items to be focused

• Usage of the modal verbs “can” and “could”;

• Indirect speech

Page 4: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Examples• The examples would come from comic

strips, so that the topic would be lighter to be presented and discussed.

• Students could also bring, for another class, examples from different species, such as texts, songs or sitcoms.

Page 5: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Comic Strips

Page 6: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.
Page 7: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.
Page 8: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.
Page 9: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.
Page 10: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Class: step 1 - input• The class would be divided in

groups of four;• Each group would get some (2 to

4) comic strips;• They would look up new words and

read the comic strips to their group partners.

Page 11: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Class: step 2 - output• Each one of the group should write

a report about what happened in a chosen comic strip. This way, they would practice indirect speech.

• One of the written reports should be chosen to be told to the class by one of the members of each group.

Page 12: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Class: step 3 - Language analysis

• After students report, the teacher would ask him/her and the class about the situation.

Was it a conversation between two friends or between mother and son?

Is it formal or informal? Were the characters in the comic strip

being polite? Were they talking about abilities and

skills?

Page 13: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Class: step 3 - Language analysis

• Ask students to find and underline the modals “can” and “could”;

• Sentences where they appeared should be written on the board and analyzed: which differences between the usage of both verbs could the students notice?

Page 14: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Class: step 3 - Language analysis

• Ask students to find out the function of the modals: offer, request, permission, possibility. Write the functions on each strip.

• Lead students to see the pattern of modal verbs by asking questions:

• What comes after modal verbs in the sentences?

• What is the form of the verbs after modals?

Page 15: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Class: step 4

• After the explanations, students should write one sentence for each function found and explain their choice for “can” or “could”.

Page 16: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica.

Language analysis• Language analysis would be done

again after the production activity so that students would get a chance to check the usage: the meaning and the form.


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