LESSON PLAN

SCHOOL: Public School

TEACHERS’ NAMES: Amanda Sheylla, Antonia Jamiles, José Jonas, Robson Sousa

STUDENTS’ AGE:  From 14 to 15 years old

SUBJECT: English

LEVEL OR GRADE: 1º High school

NUMBER OF STUDENTS:  30

TIME OF CLASS: 90 minutes

CONTENT: Present Continuous X Simple Present

OBJECTIVES:

        I.            Differentiating Present Continuous and Simple Present.

     II.            Connecting the Present Continuous and Simple Present in a real context of the students.

Time		Resource
25 minutes	PRE: The teacher (T) writes in the whiteboard two sentences about activities that the students (Ss) realize in their daily life. The T uses different colors of the markers: Simple Present is black and Present Continuous is blue.	Marker (black, red and blue) Whiteboard
35 minutes	WHILE: The T asks to the Ss what words is common between the sentences. After that, the T underlines the common words between the sentences.	Markers (black, red and blue) Whiteboard
30 minutes	POST: The T talks about the differences of the verbs and it use in the real context.	Markers (black, red and blue) Whiteboard

ACTIVITY 1

1.      I study English every day.

            I am studying English every day.

2.      I walk in the square.

            I am walking in the square.

3.      I eat an apple.

I am eating an apple.

LESSON PLAN

 

SCHOOL: High School

TEACHERS’ NAME: Amanda Sheylla, Antonia Jamiles, José Jonas, Robson Sousa

STUDENTS’ AGE: From 14 to 15 years old

SUBJECT: English

LEVEL OR GRADE: 1^st High School

NUMBER OF STUDENTS: 35

TIME OF CLASS: 90 minutes

CONTENT: Human Body.

OBJECTIVES:

        I.            Identifying the parts of the human body.

     II.            Describing the parts of the human body.

STEP BY STEP

TIME:	PROCEDURES	MATERIALS
05 minutes 20 minutes. 04 minutes	PRE: Teacher (T) gives to students (Ss) a sheet with the lyrics of the music “Set fire to the rain” by Adele. The T asks to the Ss that fill up the blanks on the lyrics which contain parts of the human body, while they listen to the music. The T repeats the music three times for the Ss complete all the activity. The T shows the lyrics’ video.	Printed material (Sheet with lyrics of music); Data show; Computer; Home theater; Music/video;
30 minutes.	WHILE: The T asks to students write a short poem describing the parts of their lovers’ human body. This description is making as a paradox. For example: “My lover’s heart is the world that I live”.	Sheet of paper;
31 minutes	POST: The T checks in the students’ activity. After that, the Ss will read their poem to others Ss in the classroom.

Set Fire To The Rain

I let it fall, my _____

And as it fell, you rose to claim it

It was dark and I was over

Until you kissed my _____ and you saved me

My _____, they're strong, but my ______ were far too weak

To stand in your _____ without falling to your _____

But there's a side to you that I never knew, never knew

All the things you'd say, they were never true, never true

And the games you'd play, you would always win, always win

But I set fire to the rain

Watched it pour as I touched your ______

Well, it burned while I cried

'Cause I heard it screaming out your name, your name

When I lay with you I could stay there

Close my _____, feel you here forever

You and me together, nothing is better

'Cause there's a side to you that I never knew, never knew

All the things you'd say, they were never true, never true

And the games you'd play, you would always win, always win

But I set fire to the rain

Watched it pour as I touched your _____

Well, it burned while I cried

'Cause I heard it screaming out your name, your name

I set fire to the rain

And I threw us into the flames

Well, I felt something died

'Cause I knew that that was the last time, the last time

Sometimes I wake up by the door

The _____ you caught, must be waiting for you

Even now when we're already over

I can't help myself from looking for you

I set fire to the rain

Watched it pour as I touch your _____

Well, it burned while I cried

'Cause I heard it screaming out your name, your name

I set fire to the rain

And I threw us into the flames

Well, I felt something died

'Cause I knew that that was the last time, the last time, oh

Oh, no

Let it burn, oh

Let it burn

Let it burn

LESSON PLAN

SCHOOL: Public School

TEACHERS’ NAME: Amanda Sheylla, Antonia Jamiles, José Jonas, Robson Sousa

STUDENTS’ AGE: From 13 to 14 years old

SUBJECT: English

LEVEL OR GRADE: 8^th Secondary School

NUMBER OF STUDENTS:  30

TIME OF CLASS: 90 minutes

CONTENT: Directions

OBJECTIVES:

        I.            Asking and giving directions.

     II.            Searching place in the map in a city.

Time		Resources
05 minutes 20 minutes	PRE: The Teacher (T) explains about the video in a general way. The T shows a video to the students (Ss) about directions and after that, he explains about specific parts in the video.	Data show Computer Video
30 minutes	WHILE: The T shows a map on the data show and asking to the Ss about place located in the map and how to arrive in a specific place and how asking and giving directions, for examples: “Where is the School? Or How can I go to the bank?”	Data show Computer
35 minutes	POST: The T divides the class in pairs then he asks to them produce a short conversation giving directions. After, the T checks in the written activity of the pairs. The Ss will perform the conversation. At the final the Ss will produce a short video of the conversation produced in the classroom .	Sheet of paper.