lesson plan cristiane tinôcocristiane tinôco ligia farneziligia farnezi relva carolinerelva...
TRANSCRIPT
![Page 1: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/1.jpg)
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](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/2.jpg)
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](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/3.jpg)
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](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/4.jpg)
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](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/5.jpg)
Comic Strips
![Page 6: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/6.jpg)
![Page 7: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/7.jpg)
![Page 8: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/8.jpg)
![Page 9: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/9.jpg)
![Page 10: Lesson Plan Cristiane TinôcoCristiane Tinôco Ligia FarneziLigia Farnezi Relva CarolineRelva Caroline Universidade Federal de Minas Gerais Gramática Pedagógica](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/10.jpg)
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](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/11.jpg)
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](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/12.jpg)
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](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/13.jpg)
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](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/14.jpg)
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](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/15.jpg)
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](https://reader035.vdocuments.site/reader035/viewer/2022062715/56649d935503460f94a79954/html5/thumbnails/16.jpg)
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.