Lesson Plans

Acção de Formação “As TIC no ensino do Inglês” 5 – 10 Julho 2010

Lesson Plan (Select appropriate tools) Describing your house/ flat Aim: get students speaking and to practice “home” related vocabulary and prepositions of place.

Warm up: quizzing students about prepositions. Teacher brings a ball and shows it to pupils: he/she places it around a cube/ box. Asks “Where is the ball?”

1. In pairs, in front of a computer, pupils practice the flashcards.

Web 2.0 tool: proprofs/ 2. Voice Thread: Pupils already know the rooms. Teacher shows them a typical living room.

Teacher asks them to go to the following link http://voicethread.com/#u999871.b1241084.i6677172) and write sentences/ comments about the place where the objects are in the living room) 3. Goanimate.

Teacher shows a new tool called goanimate. He/ she shows how to work with it. The teacher creates the first two scenes and asks them to create more scenes in groups. Then they show the final work to all class.

4. Classroom Game To check if pupils understood the grammar item, the teacher asks them to answer a classroom game, where students answer questions to win billions.

Review prepositions of place(in, on, behind, under, next to) in this billionaire game 5. Homework (Wall wisher): Pupils go to Wallwisher and they describe where things are in their flat/ house.

Acção de formação: “As TIC no ensino do Inglês” Escola 2º e 3º Ciclos dos Louros Formadora: Alexandra Francisco Formanda: Teresa Fernandes Lesson Plan (2h) Year:8 level: 4

Topic: Extreme Sports

Grammar: second conditional

Aim: get students speaking and practicing vocabulary related to Extreme Sports, using the second conditional.

Warm up: 1. The Teacher shows Students several pictures.( Glogster) Students have to identify the topic of the lesson: EXTREME SPORTS 2. Teacher asks Students to do a word search in order to memorize some vocabulary. word search 3. Teacher asks Students: Voice thread -

If you had the opportunity to practice an extreme sport, which one would you choose and why?

Answers can be written or presented orally.

4. Teacher shows a video – Goanimate - Teacher asks students to identify the grammar item – Second Conditional.

- Teacher elicits from students the use and rules of the second conditional.

5. Teacher shows a video slideshow containing the use and rules of the second conditional.

- There is one example: If I had a helicopter, I would fly to school.

- Students have to complete a sentence orally: If he won the lottery, he ______________ 6. Teacher asks students to listen to Vocaroo.

- Students have to write 5 sentences with Live typing using the second conditional.

7. For homework students will practice grammar exercises and they are going to create an animation with Goanimate like the one the teacher used in class. Students have to write at least one sentence with the second conditional.

Lesson Plan Nível de Ensino – Inglês, Nível VII Ano: 11º Unidade 2: “It’s a Consuming Society” Tópicos – esta unidade versa sobre o tópico a sociedade de consumo, como se constrói e mantém, os vícios que alimenta, etc… Este set é dedicado ao sucesso, à fama e à popularidade, marcas da sociedade consumista em que vivemos, a qual busca a atenção dos media, do público e até mesmo dos seus familiares.

Desenvolvimento da aula: Set 1 – The Hall of Fame Através do Glogster “The Hall of Fame” mostram-se fotografias de personalidades muito conhecidas do mundo da cultura e da política. Os alunos devem reconhecê-las e emitir opiniões sobre o seu sucesso (se este é merecido ou não), sobre o modo como os media as projectam e sobre as suas atitudes. O vídeo no glog servirá para estimular a discussão acerca do conceito “sucesso” e qual o melhor caminho para o obter.

Go to

(http://sofiacustodio.glogster.com/famous-people/)

Set 2 – Brainstorming “José Mourinho” Utilizando o Wordle, cria-se uma nuvem de palavras de um texto biográfico sobre José Mourinho, um português, profissional do desporto, que tem mantido um certo carisma, tanto em Portugal, como no resto da Europa. Nesta actividade, os alunos tentam adivinhar de quem se vai falar através das palavras deste Wordle.

Go to

(http://www.wordle.net/show/wrdl/2222150/mourinho)

Set 3 – Mourinho’s Personality.

Usando o VoiceThread, os alunos têm a oportunidade de conhecer melhor o treinador português através da visualização de um vídeo sobre Mourinho e audição de algumas das suas frases mais conhecidas. O objectivo desta

actividade será escrever um comentário/descrição, no VoiceThread, sobre o homem por detrás das imagens e citações.

Go to

(http://voicethread.com/share/1241943/)

Set 4 – “The Special One” Em vez de se fazer uma leitura de um texto, apresenta-se uma animação, realizada no site Xtranormal ou GoAnimate, que apresenta um diálogo que lhe fornece dados biográficos de José Mourinho, até 2005, para que os alunos tenham que pesquisar a restante informação, como trabalho para casa. O objectivo final é uma redacção individual da biografia desta personalidade usando os dados fornecidos na animação.

Go to

for Xtranormal (http://www.youtube.com/watch?v=5DIm8ZDL12k )

Go to

for GoAnimate

(http://goanimate.com/movie/0IaXjxrBWAog?utm_source=linkshare&uid=0EaD3XXLI_Pw)

Após escreverem a biografia de José Mourinho, os alunos podem verificar no manual se têm todos os dados mencionados. Para tal, têm de ordenar os parágrafos do texto segundo as datas registadas.

Set 5 – Vocabulary Study No final da aula, os alunos realizam dois exercícios de vocabulário no site www.ProProfs.com, Wordsearch e Fill in the Gaps. O exercício de Fill in the Gaps é feito com as palavras encontradas no Wordseach.

Go to

for Wordsearch (www.proprofs.com/games/word-search/success-and-fame/)

Go to

for Gap Filling (http://www.proprofs.com/quiz-school/story.php?title=sucess-fame)

Set 6 - Na parte final da aula será proposto aos alunos continuar a biografia de José Mourinho, de 2005 até aos dias de hoje. Os dados biográficos pesquisados

devem

ser

apresentados

utilizando

Vocaroo/AudioPal

LiveTyping.

Exemplos de exercícios que os alunos podem apresentar: Livetyping (http://livetyping.com/111229) Vocaroo

http://vocaroo.com/?media=vD9C9bgrZf9Epo5cg

Em alternativa, podem usar o Audio Pal (http://www.audiopal.com/grab_your_widget.html?mId=36570814.2) (http://www.audiopal.com/grab_your_widget.html?mId=36569363.2)

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Lesson Plan Class description 11th form - upper-intermediate Class size: 20 Age group: 16 – 17 year olds Time required: 90minutes Materials needed :PC lab with internet access Text book – Easy Biz 11º ano Subject Module 1 The world around us Unit 2 – Making a difference Sociocultural contents – Alternative lifestyles : Veganism

Lesson Procedure 1. Warm-up activity.

Assumption: Students are already familiar with some alternative lifestyles.

T shows several famous people in Animoto. They are expected to identify some of these celebrities and speculate about what they might have in common. (They are all vegetarian) Discussion about healthy eating may follow.

2. Students view a cartoon about unhealthy eating in Goanimate..

In pairs, they draw a list of reasons why people should change their eating habits and go vegetarian/vegan.

Eg: to stay healthy; to protect the environment; to reduce pollution from factory farms; to morally oppose the exploitation of animals;

3.A glog about vegetarianism/veganism is presented to the students. Pictures from the glog may be described/commented by the students, In pairs, students create different slogans related to the topic. They will have to use them in a glog of their own.

4. Follow-up activity Team work will follow in titanpad.. Prompts for collaborative writing are provided.

This last activity will be finished at home.

Another follow-up activity could be to write a short informative text (individual work) in livetyping with similar guidelines provided by the teacher.

Homework: Students do ex A on p.48 of the course textbook (Easy Biz 11Âşano) and finish the joint task.

A professora de InglĂŞs Isabel Mendes Gomes Correia

Training Course Lesson plan: Family 7th grade Level 3

Speaking activity.

Warm up

Students watch the video and try to remember all the words they´ve learned in the previous lesson about the topic “family�. (Adjectives and nouns) The Teacher and students view the video on animoto.

Family Afterwards the teacher elicits the information from the students and asks two students to write the vocabulary on the blackboard.

Listening activity.

Students listen to the poem on vocaroo and answer the questions on livetyping.

Writing activity.

Students use voicethread to do the following activity. They can either type or comment.

Describe your dad or your mum as well as you can.

You may follow these topics or guidelines: *positive and negative qualities your dad/mum show at home *qualities he/she shows outside to friends, clients, workers, people in general.

*habits, customs, routines he/she has. e.g. he/she loves reading he/she likes cooking *your own opinion about him/ her, your feelings about him/ her *the importance you give to his/her presence at home.

Students begin the above activity in class and then finish it for homework.

(The poem appears for teachers to use or see because the recording isn’t very good at the beginning.)

That's What Family Is All About Š Anisha R. Patel When you've got a family like mine, You surely would not mind They would cheer you on at any game, All the way until you walk through the hall of fame.

They make you feel better when you are blue And whisper in your ear, I love you They would teach you something new everyday And help you find success in everyway They attend to your everyday needs Whether it is buying pencils or beads They make sure you are comfortable where you are Whether you are in a house or a car They would not let obstacles keep you down And create a smile from your frown They teach you wrong from right And encourage you to keep your dreams in sight They wipe your tears away when you are sad And calm you down when you get mad Thank you family for all that you do I don't know where I would be if it weren't for you

ACÇÃO DE FORMAÇÃO: “As TIC no ensino do Inglês” (Julho/2010) Formadora: Alexandra Francisco Formanda: Enaltina Vieira Tarefa final LESSON PLAN (90-minute class) Step 1: (skills: reading and speaking) a. Students go to wordle and identify the topic by reading and analyzing a set of jumbled words. (tool: wordle) b. Teacher elicits from sts the key words that helped them identify the topic.

Step 2: (skills: speaking, listening and writing) a. Students are asked to name some of the problems affecting their teenage years. b. Sts complete a poster with the inscription of different titles referring to those problems (each student writes three or four titles. (tool: glogster) Feedback: Students’ posters are projected in order to discuss the most important titles (the problem, the causes, the risks, etc) c. Sts go back to the same poster and listen to the video tape on it and note down the issues presented by the young boy. Feedback: T elicits sts’ notes and corrects what is wrong or not mentioned. d. The teenager in the video is advised by a “devil” and by an “angel”, but the words aren’t clear enough. Sts work in pairs and insert a speech balloon for each advisor.

Feedback: Comparing sts’ suggestions and choosing the most creative and appropriate texts.

Step 3: (skills: listening, writing, speaking) a. Sts go to voicethread and watch some pictures while they listen to short comments by the teacher. (tool: voicethread) b. In four groups sts discuss and type a text on voicethread , commenting on the pictures and the issues ( each group is given one issue: drug addiction, teen violence, career choice and teen gangs). Feedback: projecting and reading the sts’ comments. c. Follow up activity: Class debate: Each group puts forward its own ideas about their classmates’ comments, agreeing, disagreeing and arguing for or against any comment.

Step 4: (if there is time left) a. Sts do a word search with words related to the topic of our lesson.

Acção de Formação “As TIC no Ensino do Inglês” Local: Escola Básica dos 2.º e 3.º Ciclos dos Louros Data: 5 a 10 de Julho de 2010 (9h-14h) Formadora: Maria Alexandra Gouveia Francisco Formanda: Emília Oliveira

Lesson Plan - 8th grade Materials required: student’s textbooks (Step Ahead); PC lab with internet access Topic: Personalities Aims:  improve students’ knowledge on the topic Personalities;  reading for specific information (a text about Albert Einstein);  to use web tools in the classroom.

1- Teacher invites students to go to this link Teacher draws students’ attention to the picture and invites them to answer the question “What is a genius?” Teacher follows up with a short class discussion, considering different possible answers.

2- Animoto Teacher asks students “Do you know any geniuses?” Then, directs students’ attention to this presentation Teacher elicits information about the presentation.

3Teacher invites students to do a crossword puzzle to check their answers/predictions on the previous presentation.

Teacher checks answers with the class.

4Students read and listen to the text about Albert Einstein. Teacher explains/elicits any unknown words in the True/False sentences and explains the task.

Students do the task individually. Teacher checks answers with the class and asks them to justify their answers by referring to the text.

Project idea: writing about “geniuses” from the past.

Teacher explains the task - glogster (Teacher monitors the activity, providing assistance where necessary).

Acção de Formação: As TIC no Ensino do Inglês Data: 5 a 10 de Julho de 2010 Formadora: Alexandra Francisco Formanda: Paula Ramos

Lesson Plan Title

Life in the City and in the Countryside

Teacher

Paula Ramos

Class Description

Year 7 25 students 12-13 year-old 90 minute-lesson

Topic / Course Book

Procedures

Welcome Home – Cool Zone 7, Zone 2, Task C

1. Ss view the glog presentation...

1.1. ...watch the video (Empire State of Mind)...

1.2. ...and listen to the song (Country House).

2. Quick brainstorming: identify keywords in the songs that have to do with city or countryside.

3.

Ss list positive and negative aspects of both city and countryside (orally).

4. Ss read the texts on pages 108/109 and do the corresponding activities.

3.1. Correction.

5. Final Assignment: View it... (Ss imagine what their lives would be like if they lived either in the city or in the countryside. They can choose which web tool they would like to use.)

6. Homework: Ss log in to Voicethread and give their opinion (orally).

Acção de Formação : As TIC no ensino do Inglês Escola Básica 2, 3 dos Louros 5 – 10 Junho 2010 Formadora – Alexandra Francisco Formando: Margarida Cardoso

A LESSON PLAN – 5th grade 45minutes PHYSICAL DESCRIPTION AND VERB TO BE (PAST SIMPLE) Aim – Get students looking, speaking, reading and listening on describing themselves when they where babies.

1- A visual exercise

Students look at their baby photos. These were first handed to the teacher (days before) to elaborate the video.

2- A speaking/reading and listening exercise

The students, for homework, have recorded their voice. They had to describe verbally their baby photos.

In class , the teacher will pick out some students and the class will hear them speaking on the vocaroo.

The others will hear their work in the English Club.

3 – A writing exercise Students will create a game (hangman) with the adjectives ( on description) and the verb to be in the past simple.

Then they will change their game with another friend from class and do it.

Escola Básica dos Louros Acção de Formação : As TIC no ensino do Inglês 5 a 10 de Junho

Formadora: Alexandra Francisco Formanda: Susana Bettencourt

Lesson plan: Grammar item: Reported Speech- Present Simple/ Reported questions

Topic: Fashion Level: IV

Aim: Developing reported speech grammar in the present simple/ reported questions and productions skills.

Warm up: Teacher introduces reported speech by making simple statements with a dialogue between a journalist and a celebrity using the tool Goanimate

1st step – Teacher asks students to report what they have said, e.g. Where was Paris? What did the journalist say about Paris Hilton´s look? What did she say about her own line ?

Teacher makes sure to emphasize reporting in the past, e.g. Paris said she was wearing herself.

2nd step – Students have to identify the grammar item and mention the words that changed.

3rd step – The changes ( tense; expressions and pronouns/determiners ) are given in the following tool: authorstream and students take notes.

4th step – In order to practice the grammatical content they do a reported speech quiz.

5th step – Finally, students listen to a dialogue but this time between a famous singer, Lady Gaga and a journalist in vocaroo . Then in pairs they report what they have just heard in livetyping. ( If there`s no time, pupils will do it at home ).

Plano de Aula The world of work (11ºano)

Professora: Alzira Mendes

Duração: 90 min

Aula de introdução à unidade “The World of Work” 1º momento: “The world of work” Os alunos vêem o vídeo, criado no animoto. (ver video aqui)

2º momento: Debate.

Após a visualização do vídeo, e tendo como ponto de partida as ideias lá expressas (empregos em ascensão e empregos em extinção), os alunos debatem a actual situação do mundo do trabalho, fazendo uma comparação com a situação em Portugal e no resto da Europa.

3º momento: When I grow up I want to be… because…

Os alunos reflectem acerca da profissão que querem ter no futuro, colocando um post no wallwisher com a profissão e o porquê de querem ter essa mesma profissão. (ver wall aqui) 4º momento: I don’t know what to do!

Os alunos ouvem, através do audiopal, o depoimento de uma adolescente que fala das suas qualidades e aptidões, mas que não sabe que profissão escolher. (ouvir aqui) 5º momento: I think you should…

Após a audição do problema colocado pela adolescente, os alunos, utilizando o livetyping, vão aconselhá-la relativamente à profissão que, na opinião de cada um, e tendo em conta as suas qualidades e aptidões, deve seguir. (exemplo)

6º momento: My dream Job Finalmente, é pedido aos alunos que, como trabalho de casa e utilizando o glogster, criem um glog acerca do seu emprego de sonho. (exemplo)

Lesson Plan The world of English - 10th Year Teacher: Ana Isabel Pereira

No of lessons: 2

Aim: The pupils are expected to become aware of the importance of improving their English, to enlarge their knowledge about the countries where English is spoken and recall some differences between British and American English.

1. Wallwisher The importance of English http://www.wallwisher.com/wall/qNNeDSQKwz The students write on Wallwisher at least 3 reasons why people learn English.

2. Goanimate The pupils watch a video

http://goanimate.com/user/0rUb0kcEj0Qs

After watching the Animation, the pupils will create another one showing the usefulness of English.

3. Where is English spoken as mother language and as an official language? http://the_english_dept.tripod.com/esc.html Homework: The pupils select a country where English is spoken as an official language and after seeing an example, they create their Glog.

In the following lesson, they will present their work to the class and develop their speaking skills.

4. British and American English To recall what they have learnt in previous years, the pupils complete a quiz. Then, using Proprofs , they will create a quiz with the words they didn’t remember and send to a classmate’s (mail or blog) http://www.proprofs.com/flashcards/cards.php?id=84400 Homework: Using Voicethread, the pupils comment on the activity they most enjoyed doing.

Acção de Formação “ As TIC no ensino do Inglês ” 5 a 10 de Junho de 2010 Escola Básica 2+3 dos Louros Formadora: Alexandra Francisco Formando: Ivo Eduardo Correia

Lesson Plan: The importance of learning foreign languages ( English ). Ss of Ciências and Tecnologias use Laptops with Internet.

Aim(s):

make students, using different tools and practising language skills, come to the conclusion that learning a foreign language is essential.

HOMEWORK : Ss are expected to show and discuss in class the dialogues they created at home online, concerning different situation in which characters depict lack of communication ( because they speak different languages) GO ANIMATE http://goanimate.com/movie/0_4nBYsGgv0?utm_source=linkshare&uid=09_4aR5FygDk

BRAINSTORM: Ss using OAMOS search for languages spoken around the world. AIM: they realise there is a diversity of them.

QUIZ: Ss play a game ( Englishes ). They find out in the Quiz several Englishes that are spoken around the world. PROPROFS ( Search Words game link is on http://ticnoingles.blogspot.com )

LISTENING: Ss listen to the text ( page 49 course book ) and identify the variety of English described ( Canadian, West Indian, South African, American, Indian, Australian and New Zealand English ) VOICETHREAD They write the correct answer on key sheet. voicethread.com/share/1249393/

TEXT ANALYSIS: Ss open their course books on page 30 and do exercise 4 ( page 31 ) voicethread.com/share/1249392/

GIVING OPINIONS: Ss now give their opinions on the importance of learning a foreign language (English).WALLWISHER , ver actividade no http://ticnoingles.blogspot.com

HOMEWORK: Ss create a text telling the importance of learning ENGLISH. IETHERPAD http://ietherpad.com/da0dkTNnGD

Lesson Plan Title Author Class description Duration Materials required Procedures

“Teenagers’ problems”- Introduction to the topic Tânia Jesus 9th form +/- 14 year old 45 minutes Students’ text books Computers, data show projector and speakers The teacher shows a video created in “animoto” (View here) as motivation for the topic: “Being a teenager”.

Students are asked to answer the question that appear in the video which is “ Is being a teenager always easy or sometimes difficult?” and make notes of the “ positive and positive feelings” they could identify in the pictures.

The answers are discussed in class and then the teacher asks about the reasons for the negative feelings.

The students’ knowledge about the topic “Teenagers’ problems” is elicited.

The teacher asks the students to view and explore the glogster created for this purpose view here (Glogster-published in my blog, in case the other link doesn’t work). The students’ task is to choose one of the problems presented or others of their choice and create a glogster alerting teenagers for this problem.

Lesson Plan 8th Form

90 Minutes

1st Step: In order to introduce the topic, pupils watch the Animoto Video and the teacher asks: What are we going to talk about?

2nd Step: Then they watch the Goanimate Video and describe the scene in their own words.

3rd Step: Each pupil thinks about his/ her New Year’s Resolutions and has to post them in the Wallwisher. There is a class discussion about their answers afterwards.

4th Step: After a brief explanation of the grammar topics will/ be going to, the pupils are asked to answer a Quiz in order to test their knowledge on this subject.