tema da aula digital “what time is it?“ disciplinaanoaula número inglês6ano05 plano de aula...

Tema da Aula Digital

“What time is it?“

Disciplina Ano Aula númeroInglês 6ano 05

PLANO DE AULAPLANO DE AULA

Equipe responsável pela produção

Produtor: Verônica Menezes de Castro Ferreira

Validador: Edwiges Rego

Coordenador de disciplina: Dayse Alves Barbosa

Competências e Habilidades envolvidas

• Learn and use the lexical repertoire related to the semantic field in this lesson: telling the

time

• Develop oral expression, telling the time in different situations.

• Ask/ answer what time it is.

• Recognize the genre by the textual organization and the communicative purpose of the texts

(ads, blog, sign)

Referencial Teóricohttp://www.teachingenglish.org.uk/articles/getting-teenagers-talking

http://www.teachingenglish.org.uk/knowledge-database/communicative-approachhttp://www.teachingenglish.org.uk/articles/video-english-classroom

http://www.teachingenglish.org.uk/articles/planning-a-grammar-lesson

PARÂMETROS DIDÁTICOSPARÂMETROS DIDÁTICOS

Activity 1: Connecting

Yeah... I can talk about

people’s occupations.

Orientações práticas de aplicação dessa atividadeTake a clock to the classroom. Mime the situation:: You don’t know what time it is and

want to ask someone. Point to the clock and write on the board an interrogation mark.

Write "TELL THE TIME" and point to the clock again. Ask them to see the picture

in activity 2 - presentation and ask them to guess what she is asking. Write on the

board the sugestion.

Orientações sobre a utilização dos objetos de aprendizagem

Activity 2: Presentation

Tempo de duração da atividade: 10 minutosOrganização da sala de aula: In semi-circle if possible.

Activity 2: Presentation

Let’s learn how to tell

the time in English?

Orientações práticas de aplicação dessa atividade Show pictures of clock/ watches showing different time. Ask students to pay

attention and ask them if they know how to tell those time in English. Check their

answers.


Activity 3: Challenge Question

Tempo de duração da atividade: 10minOrganização da sala de aula: In pairs.

Activity 3: Challenge question

Can you tell what time it is in English?

Orientações práticas de aplicação dessa atividade

To point out the importance of time in our life, show different situations such as meetings, school / shops/ TV schedule .Ask them if it is important to know how to tell the time and to know it in English. Remind them that Brail will host the Olympics and The World Cup and people from all over the world will be here.


Activity 4: Why is this important?

Tempo de duração da atividade: 8 min.Organização da sala de aula: In semi-circle if possible.

Activity 4: Why is this important?

Watch the time! And learn it in English!


The activity will evaluate what students already know about the content of the lesson. It should be done individually.


Application Tip: Prepare an answer card for students (A,B,C, D). Ask them to answer

using the card first before checking the answer on the computer. Collect the

cards and make a table with the correct answers. Thus you can check

what skills should be emphasized in general and individually.

Activity 5: Educoquiz 1 – What do you already know?

Tempo de duração da atividade: 15 minOrganização da sala de aula: in groups

Activity 5.1: Educoquiz 1 – What do you already know?

a) Three, fifty, four.

b) Thirteen, five, fourteen.

c) Thirty, fifty, four.

d) Three, fifteen, forty.

1) How do you say these numbers in English?

a) Three, fifty, four.

b) Thirteen, five, fourteen.

c) Thirty, fifty, four.

d) Three , fifteen, forty.

1) How do you say these numbers above in English?

Alternative D -Yeah, that's right. Three (3), fifteen (15) and forty (40).Alternative A – No. It’s wrong. Three (3), fifty (50), four(4).Alternative B – No. It’s wrong. Thirteen (13), five (5), fourteen (14).Alternative C – No. It’s wrong. Thirty (30), fifty (50), four (4).


2) Look at the picture. It takes place

a) in the morning.

b) in the afternoon.

c) in the evening.

d) at night.


2) It happens

a) in the morning.


c) in the evening.

d) at night.

Alternative A -Yeah, that's right. The picture shows the Sun, a clock showing 9.20 ,

the man is drinking coffee and wearing a bathrobe.

Alternative B – No. It’s wrong. Afternoon is after 12:00.

Alternative C – No. It’s wrong. Evening is the period from sunset or the evening meal

to bedtime.

Alternative D – No. It’s wrong. Night is the period without sunlight.


3) The man is asking

a) What time it is?

b) What it is the time?

c) What time is it?

d) What the time?

3) The man is asking

a) What time it is?

b) What it is the time?

c) What time is it?

d) What the time?

Alternative C -Yeah, that's right. "What time is it?" is used in real language to ask

the time.

Alternative A – No. It’s wrong. The word order is not correct.

Alternative B – No. It’s wrong. Don’t use it in this type of question. The correct is

What’s the time?

Alternative D – No. It’s wrong. The verb to be is missing : “is”.

Orientações práticas de aplicação dessa atividadeAsk your students to observe the picture. Ask them what they understand. Write on

the board the words that come up . Then ask students to pay attention to the box.

Write NUMBERS on the board. Check if they remember the numbers from 0 to 20.


Activity 6: Moment of Reflection

Tempo de duração da atividade: 10 minutesOrganização da sala de aula: In semi-circle if possible

TIME: Hour + Minutes

(numbers)

3:45 – three forty-five

2:10 – two ten

Activity 6: Moment of Reflection

Sure... It’s two fifty. I’ll be

there in fifteen minutes.

Orientações práticas de aplicação dessa atividadeAsk your students to observe the box with the numbers. Ask them watch the video.

Work on pronunciation . Then ask them to play the guessing game in pairs.


Activity 7: Number review: 1 to 60

Tempo de duração da atividade: 10 minutesOrganização da sala de aula: In semi-circle if possible

Activity 7: Numbers Review – 1 to 60

1 (one) 11 (eleven) 30 (thirty)

2 (two) 12 (twelve) 40 (forty)

3 (three) 13 (thirteen) 50 (fifty)

4 (four) 14 (fourteen) 60 (sixty)

5 (five) 15 (fifteen)

6 (six) 16 (sixteen)

7 (seven) 17 (seventeen)

8 (eight) 18 (eighteen)

9 (nine) 19 (ninetteen)

10 (ten) 20 (twenty)

Click on the picture

and repeat the

numbers.

http://youtu.be/AJGZvC70Qo4


This activity presents a situation to make students practice the specific vocabulary (numbers). First work on pronunciation and check if the students understand the activity. Then ask them to work in pairs. Encourage them to interact and respond to their partner’s answers, asking some other questions and/or expressing their own opinion.Encourage them to use “How do you say______ in English?”. Monitor the activity and help them if and when necessary.


Activity 7.1: Time to practice

Tempo de duração da atividade: 6 minOrganização da sala de aula: In semi-circle.

Math Operations Result

6 x 7 =8 x 4 =5 x 8 =9 x 4 =

Activity 7.1: Time to practiceWork in pairs and complete the tables below.

Math Operations Result

3 x 8 = 249 x 5 =7 x 8 =3 x 4 =

Follow the model.

A: What is three times eight (3x8)?

B: Three times eigth is twenty-four.


Review the time expressions. Show pictures with parts of the day: morning, afternoon, evening and night. Stick them on the board. Present the school timetable. Tell them where and what classes you teach during the day. Write on the board. Review the greetings: good morning, good afternoon, good evening.


Activity 8: Time expressions and greetings.


Activity 8: Time expressions and greetings

In the morning In the afternoon

At nightIn the evening

Good morning!

Good evening!

Good afternoon!


Point out the difference between good evening and good night. Ask them to observe the scenes and call their attention that in the first the women are greeting ( they say "good evening") and in the second the girls are saying goodbye (they say good night).


Activity 8.1: Good evening x good night.


Activity 8.1: Good evening x good night

At night

Good evening!Good night!


This activity presents a situation to make students practice the specific vocabulary on the last slide. First work on pronunciation and check if the students understand the activity. Then ask them to work in pairs. Encourage them to use “How do you say______ in English?”. Monitor the activity and help them if and when necessary.


Activity *.2: Time to practice


Activity 8.2: Time to practice

Look at the pictures. What do you say in each situation ?

( )

( )( )

( )Good morning!

Good afternoon!

Good evening!

Good night!

( a )

( b )

( c )

( d )


Practice the vocabulary and structures of the last activities with these exercises. Ask students to do the exercises, in pairs, if possible. Give an example of the activity if they need. Monitor the activity and help them if/when necessary.


Activity 9: Let’s play games!

Tempo de duração da atividade: 10 minOrganização da sala de aula: Individual / In pairs.

Equipe responsável pela produção

Click on the pictures and have fun!

Activity 9: Let’s play games!

Numbers Time Expressions


Divide the class into groups and let them read the questions and choose an alternative. Students show their answers and the teacher checks them with the whole class.


Activity 10: Educoquiz 2 – What have you learned so far?

Tempo de duração da atividade: 15 minOrganização da sala de aula: In groups

a) two

b) Two zero

c) Twelve

d) Twenty

Activity 10.1: Educoquiz 2 – What have you learned so far?

1) Look at the picture. The house number is

a) two

b) Two zero

c) Twelve

d) Twenty


1) Look at the picture. The house number is

Alternative D -Yeah, that's right. Number twenty = 20

Alternative A – No. It’s wrong. Number two = 2.

Alternative B – No. It’s wrong. Numbers two= 2 and zero = 0

Alternative C – No. It’s wrong. Number twelve = 12


2) The scene takes place

a) in the morning.


c) in the evening.

d) at night.


2) The scene takes place

a) in the morning.


c) in the evening.

d) at night.

Alternative A -Yeah, that's right. The woman is waking up and

you can see daylight through the window.

Alternative B – No. It’s wrong. Afternoon is after 12:00pm.

Alternative C – No. It’s wrong. Evening is the period from

sunset or the evening meal to bedtime.

Alternative D – No. It’s wrong. Night is the period without

sunlight.


a) Good morning, sweetheart .

b) Good afternoon, sweetheart .

c) Good evening, sweetheart .

d) Good night, sweetheart.

3) Lookt at the picture. The woman is saying


a) Good morning, sweetheart .

b) Good afternoon, sweetheart .

c) Good evening, sweetheart .

d) Good night, sweetheart.

3) Look at the picture. The woman is saying

Alternative D -Yeah, that's right. You say “good

night” when you leave or go to bed .

Alternative A – No. It’s wrong. You say “good

morning” when you wake up.

Alternative B – No. It’s wrong. You say “good

afternoon” between 12:00 and 17:00.

Alternative C – No. It’s wrong. You say “good

evening” when you greet some one in the evening

or at night.

4) How do you say the following expression in English?

7 x 2 – 4 = 10


a) Seven multiplied by two plus four equals ten.

b) Seven divided by two plus four equals ten.

c) Seven divided by two minus four equals ten.

d) Seven times two minus four equals ten.

4) How do you say the following expression in English?

7 x 2 – 4 = 10


a) Seven multiplied by two plus four equals ten.

b) Seven divided by two plus four equals ten.

c) Seven divided by two minus four equals ten.

d) Seven times two minus four equals ten.

Alternative D -Yeah, that's right. 7(seven) x (times) 2

(two) – (minus) 4 (four) = (equals) 10 (ten)

Alternative A – No. It’s wrong. (7)Seven(x) multiplied by

(2) two (+) plus(4) four (=)equals(10) ten.

Alternative B – No. It’s wrong. (7)Seven (:)divided by (2)

two (+) plus(4) four (=) equals (10) ten.

Alternative C – No. It’s wrong. (7)Seven (:) divided by

(2)two (-)minus (4) four (=)equals (10) ten.

Orientações práticas de aplicação dessa atividadeYour students can practice the vocabulary and structures studied so far with these exercises. Give an example and, if possible, ask them to work in pairs. Monitor the activity and help them if/when necessary.


Activity 11: What time is it?

Tempo de duração da atividade: 15 minOrganização da sala de aula: In semi-circle

Activity 11: What time is it?

Observe:

What time is it?It’s two thirty.

Click here and practice.



Activity 11.1: What time is it?


Activity 11.1: What time is it?

Observe:It’s two o’clock.What time is it?



Activity 11.2: Clock or watch?


Activity 11.2: Clock or watch?

Yeah... It’s a beautiful watch.

Look at those old alarm clock

and pocket watch...

Hum... I prefer that black

and white wall clock.

a watch

an alarm clock

a wall clock

a pocket watch



Activity 12: Time to practice.

Tempo de duração da atividade: 5 minOrganização da sala de aula: Individual / In pairs.

Unscramble the questions and answer them.

is English time class what your?

now is time it what ?

Activity 12: Time to practice!


This activity presents a situation to make students practice the specific vocabulary or structure of the lesson. First work on pronunciation and check if the students understand the activity. Then ask them to work in pairs. Encourage them to interact and respond to their partner’s answers, asking some other questions and/or expressing their own opinion.Encourage them to use “How do you say______ in English?”. Monitor the activity and help them if and when necessary.


Activity 12.1: Time to practice!


Activity 12.1: Time to practice!

Work in pairs. Ask about the school timetable below.

Follow the model.

A: What time is our English class? B: At eight o’clock.

Click here to see

the timetable.



Activity 12.2: Let’s play games!


Activity 12.2: let’s play games!


This activity presents a situation to make students practice the specific vocabulary or structure of the lesson. First work on pronunciation and check if the students understand the activity. Then ask them to work in pairs. Encourage them to interact and respond to their partner’s answers They have to complete the timetable with the missing time.Encourage them to use “How do you say______ in English?”. Monitor the activity and help them if and when necessary.


Activity 13: It's your turn!


Activity 13: It’s your turn!

What time is ....?

Work in pairs and ask about this Tv programs timetable.

Orientações práticas de aplicação dessa atividadeAsk students to go through the questions individually first and then check their answers with their classmates. After exchanging ideas, they check the correct answers and the feedback. Give or elicit more examples to check their understanding.


Activity 14: Educoquiz 3 – What else have you learned?


1) The best alternative to answer the question above is

a) At seven.

b) It’s seven hours.

c) It’s seven o’clock.

d) The time is seven.

Activity 14.1: Educoquiz 3 – What else have you learned?

A; What time is it?

B: _(____________)_

a) What time our Math is class?

b) What time our Math class is?

c) What time is our Math class?

d) What time our Math class?


2) Look at the sentece above. The correct word

order is

time our what class is Math ?

a) Seven forty-seven in the morning.

b) Seven forty-seven in the afternoon.

c) Eigth forty-seven at nigth.

d) Ten forty-seven at night.


3) Look at the time zone above. It is five forty-seven in the afternoon in Rio de

Janeiro. What time is it in Anadyr, Russia ? It’s _______________.


a) alarm clock.

b) pocket watch

c) wall clock.

d) watch.

4) “Wow! This __________ is really awesome.”

a) nine o’clock.

b) nine twenty-four.

c) ten o’clock.

d) ten thirty.


5) Look at the TV schedule. The program “CSI: Miami” at CBS finishes at


In all production activities, students should be encouraged to reflect on the communication situation. So they need to realize the purpose of the production, the interlocutors involved (for example, who is writing or talking to whom?), the format, the characteristics of the genre, when and where this interaction takes place... Teacher should also encourage the use of multiple communication resources so that students can make up for their elementary knowledge of lexis and structures with other forms of expression. Thus the students’ production can get closer to the social and authentic use of language.


Activity 15: You are being challenged!

Tempo de duração da atividade: 10 min for orientation / open time for production and presentation, according to the choices of the class and the resources available

Organização da sala de aula: In groups

Activity 15: You’re being challenged!

Schedule interview

•In group of four, interview 10 friends.

•Ask them their favorite TV programs: Channel, Time…

•Make a timetable. Write the time, the name and the channel of their favorite

TV programs.

•Make a graph – The most popular TV programs .

•Present the timetable and the results to your class.

Record the steps of your presentation and post it in YOUTUBE.

SEE AN EXAMPLE

HERE

Orientações práticas de aplicação dessa atividadeStudents are asked to fill out a self-assessment sheet in order to check what they learned. If necessary, encourage them to do some activities again.


Activity 16: Building a summary

Tempo de duração da atividade: 15 minOrganização da sala de aula: Individually

Now you have learned how to tell the time, build a

summary with the main ideas studied.

Number from 1 to 60 I know: Time expressions I know:

How to ask/answer about time:

Activity 16: Building a summary


Present a summary of the lesson. Be available to answer questions and give feedback on their work.


Activity 17: Educosynthesis

Tempo de duração da atividade: 10 minOrganização da sala de aula: In groups.

Activity 17: Educosynthesis

This class you’ve learned:

Numbers I know: Time expressions I know:

How to ask/answer aboutsomebody’s country:

1 (one) 11(eleven) 30 (thirty)

2(two) 12(twelve) 40(forty)

3(three) 13(thirteen) 50(fifty)

4(four) 14(fourteen) 60(sixty)

5(five) 15(fifteen)

6(six) 16(sixteen)

7(seven) 17(seventeen)

8(eight) 18(eighteen)

9 (nine) 19 (ninetteen)

10(ten) 20 (twenty)

In the morning

In the afternoon

In the evening

At night

What time is it?

It’s_(number)


Clear up all questions that may arise and present the theme for the next class.


Activity 18: Next class...

Tempo de duração da atividade: 5 min.Organização da sala de aula: In semi-circle

Next class you’ll learn...

Daily activities

Activity 18: Next class...

Do you know how to talk about

your routine?

GOING FURTHERSugestões de jogos ou de outras atividades que extrapolam o

conteúdo digitalVideo:http://www.howcast.com/videos/487794-English-for-Beginners-How-to-Tell-Time

Exercises: http://esl.about.com/library/beginner/bltime.htm,

http://www.edhelper.com/math/time_fg2304.htm, http://www.esolcourses.com/uk-

english/beginners-course/unit-3/telling-the-time/telling-the-time-picture-quiz.html

Teachers lesson plans/ ideas: http://voices.yahoo.com/free-efl-esl-lesson-plan-tell-time-

english-7495434.html, http://www.time-for-time.com/lesson1.htm, http://www.time-for-

time.com/lessons.htm, http://www.henry4school.fr/Vocabulary/time2.htm,

http://www.educationworld.com/a_lesson/03/lp312-01.shtml

HOMEWORK

Sugestões de exercícios ou atividades práticas que complementem o entendimento do tema

http://www.teachingenglish.org.uk/articles/homework

Print the worksheet for homework . See the link:

http://www.kidslearningstation.com/time/worksheets/time-worksheet-1min4.pdf

Extra activity

Work in pairs and tell the time.

Follow the model.

A: It’s two o’clock in Brazil .

What time is it in England?

B: It’s five o’clock.

COUNTRY Time diference

CUBA (-) 1h

ENGLAND (+) 3h

ITALY (+) 4 h

JAPAN (+) 12 h

MEXICO (-) 3h

PORTUGAL (+) 3h

USA (New York) (-) 2 h

Extra activity

Extra images

Extra educoquiz

a) the watch can take you to the moon.

b) to know the time is very important.

c) you can be an astronaut with Omega watch.

d) Omega watch is beautiful.

The commercial shows that

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