LESSON PLAN

T = Teacher St = Student T x Ss = teacher w ith students SSS = whole group [ ] = not mandatory

Seven Idiomas Date: 27/mar/2015 Length of the class: 3h Level: Basic

Book: Word Link Intro Unit: 5 Teacher: Thiago Oliveira

TIME STAGE AIM ANTECIPATED PROBLEMS AND

SOLUTIONS PROCEDURES INTERACTION

MULTIPLE INTELLIGENCES

MATERIAL

5 Warm up Review of vocabulary

P1: Some St may arrive late. S1: Use this stage to give some time to the late-comers. P2: Ss may not remember the name of parts of the house and/or of some places. S2: The warm up is the opportunity to remember previous classes/knowledge.

1. SSS.

2. Put the cards on the floor or on a desk.

3. Ask them to match the pictures with their respective

names.

4. Model the activity.

S-S

Verbal-Lgg

Interpersonal

Visual

Logical

Kinaesthetic

Cards

10 Lead in Introduce the topic of the

lesson

P: Ss may not understand the question. S: Write the question on the board.

1. Pair Ss and ask them to discuss the question:

What can you do to be healthy?

Model by giving an example:

You exercise..What you eat...

2. Check with the group what they have found out.

T-Ss

S-S

Verbal-Lgg

Interpersonal

Board

Markers /

Chalk

10 Vocabulary

Presentation Introduce new vocabulary

P1: Ss may mispronounce some words. S1: Correct them on the spot.

1. Hold the cards up and drill the target

vocabulary/expressions with the whole class.

T-Ss

S-S

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

Cards

5 Vocabulary

Written

Practice

Practice new vocab.+

collocation (prepositions)

P: Ss may have problems to find out their answers. S: Monitor and help them.

1. Ask Ss to complete the sentences with the target

vocabulary (pg 51).

2. SS check in pairs;

3. Check with the whole group (and work on

pronunciation if necessary, on the board).

T-Ss

St

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

Books

Board

Markers /

Chalk

10 Vocabulary

Oral Practice

Practice the new vocabulary

in a conversation

P: Ss might use their L1. S: Monitor and remember them to speak in English.

1. Ss in pairs.

2. Ss interview their classmates (eating habits).

3. Model the activity if necessary.

4. Check with SSS what theyve learned about their

S-S

Verbal-Lgg

Interpersonal

Logical

Visual

Slips of

paper with

questions

classmates.

5 Lead in Introduce the topic 1. T tells SS about his eating habits (dos and donts)

2. T asks SS what they do in the morning. T-SSS

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

--

10 Presentation Review and expand the

structures

1. T asks SS about their routine. (Do questions)

e.g.:

Do you smoke?

Do you have breakfast every day?

Do you drive to work?

T-SS

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

--

15 Practice Give SSS the chance of

practicing

1. Ss ask questions using the words on the cards.

e.g.: (card) work out

(expected question) Do you work out?

2. Elicit on the board the structure, using some of their

questions as examples.

3. Drill the structures if necessary.

4. Expand the structure to all Subject Pronouns

5. SSS do the exercise (Do/Does handout)

6. S-S check

7. SSS check

S-S

T-SSS

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

Board

Markers /

Chalk

Handout with

exercise

20 Production

Give SS the chance of

creating their ow n questions

and ask them.

P: Ss may have some difficulties to write their questions. S: Help them with ideas and monitor. P2: Some questions may not be accurate; S2: Monitor and give some feedback afterwards. (when Ss finish the activity)

1. SSS make 8 questions about family members or

friends (mother, father, best friend, sister...)

2. Ss ask their questions in pairs.

3. Elicit some mistakes (if any) on the board and drill

the correction.

St

S-S

T-SSS

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

Board

Markers /

Chalk

Piece of

paper

Pencil

Coffee-break 10

15 Lead in

Introduce the topic

and practice how to ask

questions

P: Ss may not understand the instructions S: Model the activity.

1. Ss complete the chart (pg 55) with their personal info

(check yes/no).

2. Ss ask questions to their classmates in order to

complete the chart.

Do you have breakfast every day?

3. Model the activity.

4. SSS check.

St

S-S

SSS

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

Books

Board

Markers /

Chalk

15

Model

analysis

+

Scanning

Recognize the structure of

text.

Elicit Ss inherent vocabulary

P: Ss may not recognise the structure of some questions. S: Grade the questions.

1. T-SS: (pg. 55)

I love Italian food. My favourite dish is pasta. With

tomato sauce.

Do you have a favourite food?

Where is it from?

Whats in it?

2. Open at page 55 and check the description of a dish.

3. Ss read.

4. T ask SSS:

How is it called? (paella)

Where is the dish from? (Spain)

When people eat it? (lunch and dinner)

What does it have? (rice, chicken...)

Is it good? (yes/delicious)

T-SSS

St

SSS

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

Books

Board

Markers /

Chalk

10 HC practice Practice descriptive w riting P: Ss may find difficult to write. S: Help and Monitor.

1. Write on a piece of paper about your favourite food;

[You may follow the model.]

2. Ss read for the class.

3. Elicit the questions (if any) on the board.

St

SSS

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

Piece of

paper

Pencil

Board

Markers /

Chalk

15 LC practice Using the dictionary

Expand vocabulary

P: Ss may not have enough vocabulary S: Elicit on the board and/or hand out some dictionaries.

1. Imagine you have a dinner party. What dishes and

drinks would you put in the menu?

2. Ss write on the board.

Elicit the Components of a traditional Diner Party:

Salad

Entrance

Main Course

Dessert

S-S

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

Kinaesthetic

Piece of

paper

Pencil

Board

Markers /

Chalk

3. Write the menu considering this categories. (Ss may

use the dictionary)

[CCQ: Can you use this (pointing to the board)

dishes? (YES)]

4. Ss perform.

5. SSS check.

20 Freer

Opportunity for self -

expression and

improvisation

P: Ss may not clearly understand the instructions. S: Hand out the instructions.

1. Role Play:

St A is organising a dinner party and you are

inviting St B.

Ask about St B preferences and allergies (related

to food) and if he/she is on a special diet.

2. Ss perform and change roles.

3. Ss may perform to SSS if they feel like it.

S-S

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

[Kinaesthetic]

Piece of

paper with

instructions

5 Feedback

Opportunity for self -

evaluation and concluding

corrections

P: Ss may not have many comments. S: Skip to the correction of the mistakes

1. Ask Ss about the difficulties of performing the

activities.

2. Elicit the mistakes on the board and ask them for

correction.

T-SSS

Verbal-Lgg

Interpersonal

Intrapersonal

Logical

Visual

Board

Markers /

Chalk