Methodology

Lesson Plan 1
A Template Lesson-plan
Date: …………………………
Time: 50 minutes class period.
Class and Level: 6th grade – low beginners.
Beginning: Warm-up
Aim: To review the numbers 1 -60 quickly.
Activity: Tell the students they are going to learn about the time and they are going to review some numbers. Show some numbers in flashcards to the class and ask the students to say what number is. If they don’t remember, the teacher shows the word on the back of the card and they can read to remain. Material: Flashcards with numbers 1 to 60, one side is the number and on the back is the word.
Time: About 05 minutes.
Later comment: …………………………………………………………………………
Main Activity 1:
Aim: To learn how ask and answer about time (exact hours – o’clock) and use the simple present tense of the verb to be to tell the time.
Activity: Teacher does a presentation and explanation about the time. It should be with a big clock drawn on the board or a big clock. Teacher shows the students an hour on the clock and tells them the hour. The teacher should give several examples orally. After teacher asks the students, “what time is it?” and handles the clock to change the hours.
Example 1:
Q: What time is it?
A: It is 9 o’clock.
Material: A handle clock.
Time: About 05 minutes.
Later comment:……………………………………………………………
Main Activity 2:
Aim: To learn how write the sentences about the time.
Activity: Teacher writes and draws on the board some examples and students take note in their notebooks.
Time: About 05 minutes
Later comment: ………………………………………………………………………………
Main activity 3:
Aim: To learn how tell hours and minutes and when to use the expressions “a.m.” and “p.m.”. Activity: Teacher does the same oral procedure of the activity 1 introducing the minutes and the terms “a.m.” and “p.m.” and explains the use of these terms. After the teacher writes on the board using some examples and students take note on their notebooks.
  Example 1:
Q: What time is it?
A: It’s 9 and 10 in the morning or It’s 9:10 a.m.
Example 2:
Q: What time is it?
A: It’s 3:20 in the afternoon or It’s 3:20 p.m.
Time: 10 minutes.
Later comment: …………………………………………………………………
Main Activity 4:
Aim: To practice conversation about the time.
Activity: Each student makes a handle clock with the model given by the teacher. After that students work in pairs practicing the vocabulary and structure learnt in a role-play. One student does the question and shows an hour on the clock and the other one answers the hour.
Material: A model clock to cut out and handle.
Time: About 15 minutes.
Later comment:…………………………………………………………
Ending:
Aim: To reinforce the language structure about the time and to check the students’ understanding. Activity: Students should work individually on an activity about time (worksheet) and deliver to the teacher when they finish it.
Material: Worksheet with exercises to practice the time/hours/minutes.
Time: About 10 minutes.
Later comment: ……………………………………………………………………………… Reserve:
Aim: To read and understand the time/hours.
Activity: In groups of four students play time dominoes game.
Material: 04 sets of time dominoes.
New language to be taught: Tell the time using expressions like a quarter “past to / a quarter to /a half past”.
Language to be reviewed: (Just after the class finishes I will know what has to be reviewed. Maybe “focus in pronunciation and spelling.”)………………………………………………………………
Language comment on the lesson as a whole: (After the class.)

Lesson-plan 2
Date: …………………………
Time: 50 minutes class period.
Class and Level: 6th grade – beginners.
Beginning: Warm-up
Aim: To introduce verbs that express daily activities.
Activity: The teacher asks students what they do every day. They will probably answer in their L1. So, the teacher writes in the board the correspondent word in L2 beside L1 or use a picture or card. After that, the teacher read each sentence and students repeat. The students take note in their notebooks.
Example:
  L2                                    L1(Portuguese)                  Card I get up…                           Eu levanto
Material: Cards with pictures about daily routines. Chalk and board.
Time: About 10 minutes.
Later comment:……………………………………………………………
Main Activity 1:
Aim: To learn how to ask and answer questions about daily activities and time.
Activity: The teacher has to write in the board the following question: “What time do you get up?” and asks one student to answer it. After teacher changes the verb of the question, asks for another student, and does this procedure more two or three times. Give them 02 minutes to complete the first task with the time they do that action. So, teacher does explanations about the auxiliary verb “Do” and its function in questions. The teacher asks students take note in their notebooks. After that, they sit in pairs and practice similar questions, one answers and after asks using the expression “And you?”.
Example:
A: What time do you wake up?
B: I wake up at 6:00 o’clock. And you?
A: I wake up at 6:15 a.m.
Material: The cards to show the student the meaning if they don’t know.
Time: About 10 minutes.
Later comment:
Main Activity 2:
Aim: To practice listening comprehension of a text.
Activity: The students have to listen the record and answer what the boy does every day. After that, the teacher asks students what they understand and takes note in the board. Then, teacher hands out a copy with the text and they will listen once more the record and complete with the missing words. After that, the teacher should check all the answers of the text.
Time: About 08 minutes.
Material: A Cd with the record of the text. Copies of the text with gaps to fill in.
 Later comment: ………………………………………………………………………………
Main Activity 3:
Aim: To write sentences using the vocabulary learnt. Activity: Students should work individually on an activity about the text (worksheet). They have to match the pictures with the correct verb and write a sentence starting with “I” to each picture. After they finish teacher should check their answers. Material: Worksheet with the task.
Time: About 07 minutes.
Later comment:
Main activity 4:
Aim: To teach how to connect sentences using the conjunction “and”. Activity: Teacher writes on the board some examples and asks the students to write their own sentences telling about daily activities, using the conjunction and. When they finish they have to give the text to teacher.
Time: 10 minutes.
Material: Pieces of paper to write a text.
Later comment:…………………………………………
Ending:
Aim: To reinforce the vocabulary.
Activity: Divide the class into two groups. One student comes in front of the class, takes out a bent paper with an action verb and does the mimic. The group has to tell the correct action verb in one unique chance. After the other group does the same.
Material: Bent strips of paper with a written action verb about daily activities.
Time: About 05 minutes.
Later comment:…………………………………………………
Reserve:
Aim: To read and understand daily activities with dominoes.
Activity: The teacher hands out one or two pieces of dominoes and the whole class play together completing the sequence of the game.
The first part of game
The second part of the game
Material: 01 set of daily activities dominoes.
New language to be taught: Maybe the use of third person in Daily activities.
Language to be reviewed: (Just after the class finishes I will know what has to be reviewed. Maybe “focus in pronunciation and spelling.”) ……………………………………………………
Language comment on the lesson as a whole: (After the class.) …………………………………

Let’s play monster body dominoes! 
I used to do this game after I have taught the parts of the body. Last year I did it with my seventh grade. 
We can play in pairs or groups of four, or with all students together. Today I’m going to play with all teachers together because I didn’t have time to do more than one set of the dominoes.
I’m going to deliver for you two cards, two pieces of the dominoes. The person who has the piece with the word START written in the left side should come here, read aloud, and slow for the class.  You have to Pay attention on the reading to know what is the monster described. If you think that you have the right piece, you have to get up and come here to check the piece with me. If it is right, you are going to read the next monster description of your piece and put the piece in the description. The game go on until the END piece.
After this game, I asked to my students to sit in a circle. They received a piece of sheet and they bend in its middle. On the left side, the student had to draw and to paint a monster. When all the students finished doing the monster, I asked them to write a  description of  his/her monster in a draft. After that, I asked them to pass the design of the monster to his/her partner sitting on the right of each one and they wrote a copy of the description in the piece of paper of his/her colleagues. 
After they finished, they had made their own monster dominoes and they played once more the game all together.