UNIVERSIDADE ESTADUAL DE PONTA GROSSA – UEPG

Cursos de Línguas para a Comunidade – CLEC

Date:
Prospective Teacher: Bhianca Moro/ Mayara Gambarazi Class:
Time: 5:00 – 6:30 (I hour and 30 minutes)
Teaching Practice Supervisor: Elaine Borges Grade level: VI
8:15 – 11:30 ( 3 hours)
LESSON PLAN no
Topic/Theme: expressing movements, sports (movements,
Subject: English Textbook: American English File Student’s Book Unit: 11A
vocabulary, pronunciation: stressed syllable)

Objective(s): Teach movement vocabulary and prepositions to express movement with verbs.
Language skill(s): Listening, Speaking, Reading and Writing. Language focus: Grammar (movement)
Language conception(s): Means of communication and interaction. Learning conception(s): Behaviorism and interactionism.
Language competence(s): Linguistic, communicative, pragmatic, meta-genre Grammar: deductive and inductive
Method(s)/Approach(es) to LT: Instrumental, communicative, audiolingual and SLA Theory(ies)/Hypothesis(es): Environmentalist and interactionist.
estruturalism.

SEQUENCE OF ACTIVITIES:
Assessment:
TIME CONTENTS:

15min. OPENING – Warm up: Small talk about sports and a quick Memory game. Check previous knowledge

Check pronunciation
Activity #1:Pronunciation and Speaking- Ask the students to underline the stressed words. Ask them to pair up to ask and answer the questions improvement, check how
15min.
in the section . they communicate to each
other
Activity #2: Vocabulary – explain to the students that the they are going to connect some words to the sports in the chart, at first just let them Check step by step if the
D guess the meaning of this new words then elicit to them what they mean, once they fill in the chart correctly, they can proceed to the listening sts understand the
E meaning of the vocabulary
V exercise, tell them to identify which sport from the chart is the narrator talking about. Play the track again and ask them to fill the blanks with a
they are being introduced
40min. E preposition (one word) and match the sentences with the pictures that show the movement described on it.
to and if they are capable
L Ask them to go to p. 162, ask the students to match the prepositions of movement to the pictures. Explain the difference between into/in; out
O of producing their own
of/out, than explain away, back and off used as movement prepositions. Project some sports pictures for them to produce their sentences using sentences using it.
P the prepositions.
M
E Activity #3: Grammar – ask the students if they know the verbs in the list, elicit any unknown verb. Ask them to fill in all the blanks, then ask them Check how well they
15min. N to fill in the next exercise with the prepositions possible. Ask them to go to p.146 and explain any questions they still have about how to use the understood the use of the
T prepositions of movement. Ask them to do the exercises on the next page and check it. After that do a “follow the lieder” activity. topic.

Check if they can

Activity #4: Reading and Speaking – ask the students the letter “a” question of the section. Ask them to fill the blanks with the prepositions, then
understand the text and
25min as each of student to read out loud a paragraph of the text. Help them answering the questions about the text and guessing the meaning of the
guess meaning of
highlighted words. Ask them all the questions on letter “e” of the section.
words by the context.
 Check if they understand
how to produce the
Activity #5: Writing – ask sts to go to p.117. Ask them to use the expressions in the chart to complete the text, then to check ask then to read it out loud. Explain
min genre and if they can use
them how to write an opinion article for a magazine our newspaper. Ask them to write one as homework
the vocabulary present
on the unit.
Evaluate how well they
CLOSING: Song – give them the copies of the song activity, explain the activities to be done, play the song twice then check the exercises and help then can understand the song
up with eventual questions as an real life audio.
My reflection on the activities:

References:
CAMBRIDGE LEARNER’S DICTIONARY. Cambridge: Cambridge University Press, 2009.

LATHAM-KOENIG, Christina; OXENDEN, Clive; SELIGSON, Paul. American English File 3: Student’s Book. Oxford: Oxford University Press, 2013.

____________American English File. Teacher’s Book. Oxford: Oxford University Press,2013

MURPHY, R. English Grammar in Use. Cambridge: Cambridge University Press, 2013.