Lesson plan

Lesson Plan 3– Learner differences 

Materials: Link the videos, data show, computer

http://www.youtube.com/watch?v=HAKF8lDLOv0

http://www.youtube.com/watch?v=DCLV1YhBKls

http://www.youtube.com/watch?v=oAWYfNUhebc

• Objective: Working language skills. 
• Extend vocabulary, more specifically related to certain idioms.
• Understand and practice oral ability, observing  the pronunciation and intonation of the sentences.
• Identify the level of formal and informal language in certain contexts.

To continue this type of activity, I suggest that groups of three students prepare their dialogues to show to the class.

Working with vocabulary, describe the characters, make new dialogues and  understand the different contexts.

Methodology: Comment the video briefly, exploring illustration, intonation and pronunciation.

Pass the video 3 times, giving pause to show the characters and their speeches.

Explore pronunciation and intonation in the reproduction of phrases and highlight their importance.

Ask for volunteers to act out the dialogue into the room.

Making the transcription of dialogue in English and Portuguese, answering questions and making the reading.

Error correction: Give a feedback to the students after the presentation and correct some oral mistakes during the reading to prevent mistakes from becoming permanent. It is possible to ask the students about their own performance.

Evaluation: First, ask students to present the dialogue. Ask students to evaluate both the presentation of their friends, attributing concepts and commenting on the observed positive and negative points.

Lesson plan 2- Rhyming words

Date:	Time:	Place:				Class:
	Activity & Aims	Materials				Time
Beginning	Teach the students vocabulary	Blackboard, videos, computer, flashcards.				3 classes
Later Comments	Do the examples with the students and ask them to do their own poster.
Main Activity 1	Definition- What are they like? Examples and non-examples	Good focus on phonology and correct the students in the pronunciation.				Say what there was wrong and tells you what the right version is.
Later Comments	Rhyme is found in poetry, songs. It is also possible to make the students aware of rhyming and phonology.
Main Activity 2	Ask the students to do their own poster		Feedback:  oral correction
Later Comments	Suggest the students use the prior knowledge and practice the speaking ability.
Main Activity 3	Each group must write a poem.	Correct the written mistakes.		Use color for corrections to make them clear and visible to the students.
Later Comments	Knowing how to rhyme will help your students read words “familier” such as let, pet, get.
Main Activity 4	Bring a song with the words highlighted	Error correction: We can’t interrupt  a student as they are speaking, which might disrupt the flow of speech, discourage and harm communication
Later Comments	Game: I am pointing to my leg and you say beg. I am pointing to my nose and you say …
Ending	Present to the class
Reserve Activity	Identify Rhyme units is an important component of phonological awareness.
New language to be taught	Learn new rhyming and new vocabulary
Language to be reviewed	Review the vocabulary and learn new words from different categories, for example: verbs, nouns and adjectives.
Later comment on lesson as a whole	Development a child’s phonological awareness is an important part of developing a reader. Probably it is possible to return to this lesson throughout the year.

Lesson plan 1

- My daily routine

Date:	Time:	Place:				Class:
	Activity & Aims	Materials				Time
Beginning	By the end of the lesson the pupils can tell what they have (don’t have to) do	Flashcards, data show, blackboard, computer				5 classes
Later Comments	I expect the pupils to be honest when they tell what they have (don’t have to do)  personal / emotional investment.
Main Activity 1	The pupils are asked to • read the text aloud • recall part of the dialogue • reconstruct the dialogue (skeleton text) • show understanding (matching exercise) • construct a dialogue (questionnaire) • say what the have / don’t have to do (board game)	The learners already know most of the verbs used in the dialogue / board game Phases of Lesson/Learning Points Learning tasks, procedure Classmanagement media
Later Comments	Give the students a feedback Use this link: http://www.bbc.co.uk/worldservice/learningenglish/radio/ specials/1425_gramchallenge18/
Main Activity 2	The learners already know most of the verbs used in the dialogue / board game		find the matching picture		play the game themselves
Later Comments	Ask them to do at home a video telling their daily routine.
Main Activity 3	Use the posters that the students prepared to play a game.	The teacher say the verb in English and  the students should take the right one.
Later Comments	Tell them that the focus of our activity is communication.
Main Activity 4	High Beginning: Control some basic grammar and limited vocabulary, but occasional pronunciation difficulties need frequent repetitions.
Later Comments	Show pictures of people performing various activities and demonstrate sentences such as, “It’s morning. In the morning, I wake up. I wake up at 7 a.m.”
Ending	___X__ Listening ___X__ Speaking _____ Reading _____ Writing
Reserve Activity
New language to be taught	Identify vocabulary and concepts related to time and daily activities.
Language to be reviewed	Understand the differences between different times of the day (i.e., morning, afternoon, evening) and articulate what activities may be appropriate for those times.
Later comment on lesson as a whole	This is one example of my student.\ http://www.youtube.com/watch?v=Pmcristog1Q