Final report

1

UNIVERSIDADE FEDERAL DA BAHIA

INSTITUTO DE LETRAS

DEPARTAMENTO DE LETRAS GERMÂNICAS

LICENCIATURA EM LÍNGUA ESTRANGEIRA - INGLÊS

INSTRUCTOR: FERNANDA MOTA PEREIRA

STUDENT: PEDRO SAMUEL DE MOURA TORRES

Final report submitted as a requirement of the

subject LETB29 – Estágio Supervisionado II de

Língua Inglesa –, under the guidance of Professor

Fernanda Mota at Universidade Federal da Bahia.

SALVADOR, BAHIA.

2013.2

2

PEDRO SAMUEL DE MOURA TORRES

FINAL REPORT

Final report submitted as a requirement of the

subject LETB29 – Estágio Supervisionado II de

Língua Inglesa, under the guidance of Professor

Fernanda Mota at Universidade Federal da Bahia.

SALVADOR, BAHIA

2013.2

3

INDEX

INTRODUCTION.............................................................................................................4

LITERATURE REVIEW..................................................................................................6

OBSERVATIONS…………………………………………..……………………….......8

UNIT PACKET...…………….........................................................................................16

CONCLUDING THOUGHTS.........................................................................................90

ANNOTATED REFERENCES……………………………...…...………………....….92

APPENDIX .....................................................................................................................95

4

INTRODUCTION

The main purpose of this work is to reflect on the theories and practices developed

throughout Estágio Supervisionado em Língua Inglesa II, being based also on the background

constructed in the course LET B28/29- Estágio Supervisionado em Língua Inglesa I and II,

some of the pedagogic theories that were analyzed through our observation and applied in our

practice in classes.

This final report displays the main movements of the theories I learned and my

practices as a trainee teacher in the public school Henriqueta Martins Catharino, all that I

learned in practice since I was inexperienced. It also shows some contributions of the

researches and readings I did about the methods to apply in class and it reveals all the

creativity I had to appeal on my own, which I learned how to develop.

After the introduction, this final report also contains five observation sheets in which I

reported on the classes I observed at the public school Henriqueta Martins Catharino with the

Mentor teacher Zuleide Ribeiro Pereira Batista in the group 2nd

A grade that soon I was going

to teach all by myself. Even though, in my observations, I just had one day of real lesson,

since the others were just exams that I most observed, those observations contributed

immensely for me to engage with students and to grasp some notions about the pedagogies

and methods I should use with them. I started to pay attention to their needs and began to

reflect on them.

It also encloses all the lessons plans that I taught during a period of more than just one

month which was constituted by only ten days of classes and two days for the final exam. As

a result of the strike we had last semester, the trainee period was shortened. It displays all the

activities that were applied in class and some homework activities as well as all the classes

reports which detail many aspects of my first experience as a teacher, such as the methods and

approaches I had in mind as I tried to apply always willing to keep the class more learner-

centered with the constructivism, inductive and communicative language teaching educational

perspectives.

It also presents the Professor feedbacks about my classes as she went there two times

to observe my performance as a teacher, analyzing and contributing with her appraisals and

recommendations. It reports all the movements of the classes, everything that happened there,

https://www.google.com.br/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&cad=rja&ved=0CC4QFjAA&url=https%3A%2F%2Fpt-br.facebook.com%2FTurma2oAnoB%3Fref%3Dstream&ei=gv21UorII9DmkAesr4CYDA&usg=AFQjCNFmdMxwWpiH3X7NgRPNrWn88BQumw&sig2=zJNo5M32WgGWAZ6Q0a5ppw&bvm=bv.58187178,d.eW0

5

the students’ responses to my approaches, the way that classes were conducted, our

relationships, our communication, our empathies, the warm-ups, the creativity I had to

discover in my pedagogic potentiality, the flexibility I had to develop, the results, students

participation, all my efforts to be understood and to get their attention and so on.

I may be sincere that at the beginning of the semester I was somehow very anxious if

by any chance I would get a difficult class to handle, because of my lack of experience and

my intrinsic need of perfection, but in the end, everything just fitted properly for me. And just

as the Mentor teacher Leli has told me previously, they were a great class regarding their

respect, obedience and solicitude. On the other hand, they were not assiduous at all, which

made it really difficult to keep on following the contents; they missed the classes many times

in which in most of the cases I had few students in a group that have more than ten students.

But even so, the days they were in class, I really enjoyed their accessibility to participate in all

the activities I proposed.

In the beginning of the classes, I was also in doubt about the contents I should teach, I

asked for the Mentor teacher's suggestions and she told me that I could teach anything from

that specific unit in the book which was too large for just one month of classes. Thus, I tried

to reach a consensus with my classmate Jefferson as we decided to use some main texts and

grammar topics from the school book that was borrowed to us trainee teachers.

In spite of all difficulties that I had at the beginning, I should say that it was indeed a

fruitful experience for me, for I could apply many theories I had learned in Estágio

Supervisionado em Língua Inglesa I and II, and therefore, I could understand what it feels

like to be a teacher, how the teacher should prepare the lessons, manage things in class, be

flexible at all the time, develop activities and exercises that would be suitable and helpful for

their occasion and so on.

6

LITERATURE REVIEW

A short review of the book "Techniques and principles in language teaching" by

Diana Larsen-Freeman (2000), where, according to the author, the actions are the techniques

and the thoughts are the principles since she conceives the term "Language teaching method"

as a coherent set of links between actions and thoughts in the procedure of teaching a foreign

language.

Therefore, she tries to bring out thoughts that guide someone's action as a teacher

which one may not be conscious about and she also demonstrates how to put those theories

into action. According to the author, all the methodological theories she wrote in the book

were based on her own experience in teaching the methods/approaches course at the School

for International training.

In this book, the author describes some of the main methods used in the language

pedagogy that contributes enormously to amplify the perspective in teaching a second

language, such as: Grammar-translation method, Community language learning, Total

physical response, Suggestopedia, The silent way, The natural approach, The direct method

and The audio-lingual method.

A brief inspection in the book Learner-centered English Language Education by

David Nunan reveals some of his useful theories in teaching a second language which are the

deductive and inductive approaches. According to the author David Nunan, the deductive

approach is more traditional and teacher-centered and it is based on the open explanations

displayed by the teacher while the inductive is learner-centered and the teacher’s role is to

conduct students to get the idea through inferences.

Both the deductive and inductive approaches are unavoidably necessary when it

comes to teaching in a public school and for the inductive one is even more revolutionary and

indispensable in order to break the traditional approach and allow the classes to be more

learner-centered and thus arousing some autonomy in the students' learning process.

Just like the learner-centered and constructivism assumptions, the National

Curriculum Parameters also conceive education as a means of constructing autonomous

people who are able to think, reflect, act and transform their surroundings for better. For the

National Curriculum Parameters, education is a tool of social transformation with humanistic

7

conceptions where students should be prepared not just for the academic matters but they

should also be taught how to find their places in society. It concerns about creating people

aware of their position in the world trying to cover all the human needs.

New direct and indirect influential texts and media that served to set up this work

will be also included in this final report: "No Books and 150 Students" by Kim Hughes,

where the author demonstrates that it is possible to teach efficient classes in a context with

few resources. "To teach Standard English or World Englishes? A balanced approach to

instruction" by Thomas S. C. Farrell and Sonia Martin, the authors discuss about the

differences of the English language around the world trying to break the linguistic and

cultural bias, he raise awareness that there is not the ideal English but rather many cultural

and linguistic diversity that should be respected as well. The movie Freedom writers by

Richard LaGravenese, contributed to show that the craft of teaching goes beyond the

curriculum contents where the teacher acted as a transformer of students' perspectives and

lives for better.

"Learner-centered English Language Education" by David Nunan, which he defends

that the function of education is to enable students to learn and it is devoted to the students

needs. The book "TESOL" by Kumaravadivelu, which he shows weak points about

authenticity, acceptability and adaptability in CLT. "Second Language Teaching & Learning"

by David Nunan, which he demonstrates the distinction between an humanistic tradition

(behaviorism) and the experiential model (constructivism). "Classroom management" by

Marilyn Lewis which she talks about the two motivations in the class: the intrinsic and the

extrinsic one. "The ELT Curriculum: A flexible model for a changing world" by Denise

Finney, which she approaches the models of curriculum focusing mainly on the

constructivism principles, where the classes must be learner-centered for students autonomy

and focus on the function of the communication.

8

OBSERVATIONS

At the beginning of the semester, the Professor tutor Fernanda Mota proposed us

to teach in a public school offering us two choices: Manoel Novaes or Henriqueta

Catharino and as my criteria to choose was according to the time that would fit with other

disciplines I take at UFBA and according to the small period I stay in Salvador, I ended up

taking the school Henriqueta Martins Catharino with the Mentor teacher Zuleide Ribeiro

Pereira Batista in the class 2nd A in the morning shift, which, according to the Mentor

teacher Leli, was a class not meant to be available for the teaching practice because of the

recurrent students' dropouts.

The school environment was from a typical public school with lots of frenetic and

energetic teenagers making noises, joking around and talking. The classrooms were

somehow large, in some classes, students fulfilled all the desks, while in others, there

were just a few students distributed randomly. Their behavior was so energetic that

frightened the visitors unaccustomed to that context. Even so, they seemed to be

respectful to the teachers. The teacher’s attitude seemed to be of a natural authority with a

certain distance but in class they seemed to act more accessible to the students’ needs.

All though I could observe just a real class in this school, because I arrived in a

week of exams and from what I could analyze in this single real class, the teacher seemed

to work very traditionally with no space for the revolutionary theories we have learnt at

UFBA. Besides that, she worked with no contextualization, no interaction in the target

language and no meaningfulness based on the usage of the grammar topic.

9

Universidade Federal da Bahia

Instituto de Letras

Departamento de Letras Germânicas

Rua Barão de Geremoabo, nº147 CEP: 40170-290 Campus Universitário - Ondina, Salvador-Ba

Tel.: (071) 3263-6225 /3 263-6206 Fax: (071) 3263-6208 E-mail: [email protected]

Observer’s Name: Pedro Samuel de Moura Torres

School: Colégio Estadual Henriqueta Catharino.

Location: Rua Henriqueta Martins Catharino, 158 - Federação, Salvador - BA.

Teacher’s Name: Zuleide Ribeiro Pereira Batista

Level/ Group: High School 2nd

A

Date: 24 / 10 / 2013

FIRST CLASS OBSERVATION

The Mentor teacher Zuleide, known as Leli was very punctual, she entered the room

at exactly 11:00 o'clock. She greeted all the students who were at first about three or five and

were all seated separately and far from the center of the room. As she greeted them, I was

searching for a suitable place to sit. Then, she asked all the students to come closer to the

centre in front of her since they were seated all separately. As she started asking about their

weekend, some of the other students begun to enter the room. When most of them had

arrived, she introduced me to them by telling them playfully that she was already too old and

for that reason she was about to be retiring and therefore I was going to be her substitute, I

was going to be their new teacher. All of them looked at me and greeted me; one of the boys

sent me a funny kiss that I got a little bit embarrassed, but I took it as if it was a teen's joke.

A very talkative and smart girl looked at me and said "Good luck! They say we're the

best class they have here!" I can not deny that it has arisen some anxiety in me, for I was not

sure if it was an irony or a fact. But anyway, I tried to remain optimistic and deep inside I was

10

eager to know if they enjoy learning English. The Mentor teacher Leli started to write on the

board some sentences using the verb tense "Past perfect". And after she finished it, she began

to explain how we form it [the subject + verb (to have) in the past "had" + the main verb in

the past participle].

She explained to them that in the case of the regular verbs, they just have to put the

"ed" at the end while in the case of the irregular verbs as they have already received a chart

with all of them and thus the students just need to search for it and check it in their chart. She

also explained to them how and when to apply this verb tense by showing them that it is used

to express an action that had happened in the past just before another action occurred, so the

sentence should have more than just one period. She explained to them the affirmative and the

negative form as well, by showing them the right place for the negation "not" and its

contraction form "hadn't". Almost in the end of the class, the Mentor teacher Leli made a

quick review about the "Tag questions" explaining to them that when the sentence is

affirmative, the tag question should be in the negative and vice versa.

When the class finished, we talked a little bit about that class which she explained to

me that they are not assiduous and that I would face problems such as having just few

students or none in occasional days. She told me that they usually do not bring their books

and that I should apply some written activities as a way to control their participation. I asked

her about the possibility to stimulate them to learn how to speak the language with pair oral

activities, she answered me that they were not used to it and that they would probably find

that odd.

That made me rethink about what we have been learning throughout Estágio's

subjects; like after she had described all that reality I thought that it would be a big challenge

to apply everything we have been taught. I have been idealizing a way to stimulate them to

pronounce the words properly and make sentences in English to use the language with the

function of communication, however, I felt somehow challenged with that obstacle the

Mentor teacher Leli has subtly warned me. But she told me that I'm free to use the approaches

and methods I feel at ease since we are there to experiment.

11






A

Date: 31 / 10 / 2013

SECOND CLASS OBSERVATION

Since I arrived late that day, I did not take much note about it and I could register just

that the chemistry exam finished at about 08:50 and almost all the students were still doing it.

I could realize that in comparison to mathematics, in other exams, students behaved less

anxiously and were more involved in the test; they usually make less noise and they do it

properly. The Mentor teacher Leli explained to us that there are differences in students

behavior in the days of exam according to the subject. The exam that most make them anxious

is usually math and we could realize that indeed they act very differently at each day of test.

After the exam finished, we went to the teachers’ room and Mentor teacher Leli started

talking to us (me and four more students-teachers from Estágio II) about students’ behavior

and how we should approach the methods with them. She told us that we better assess them

just with written activities because participation and oral assessment are quite subjective since

there is nothing to be proved in it while the written activities is something that is marked and

then it can be evidenced.

She also told us that we are supposed to make the same final exam with the

classmate that took the same grade and hence we should make the plans with contents in line

with our classmates '. I asked her some questions about bringing to them tasks that I could

stimulate them to create and speak sentences, she answered me that I could try it for I am here

for experiment, but in support of what she already know about them with her own experience

it would be really difficult, it can succeed or not, but chances are too rare. We started asking

her the best methodologies we can use and she explained to us that we had better teach them

12

in a more superficial and traditional way, not going too deep for they will find it odd or

boring, so we better show things superficially and practically.

She told us also that whenever we are going to teach them a grammar topic, we

should at first explain the structure in Portuguese in order to make them visualize the syntax

and grammar aspects that they do not know even in Portuguese. For example: as I asked her

how I could teach them the "Relative pronouns", she told me that I should show them what is

a "Relative pronouns" using first the Portuguese language in order to clarify their mind how

"Relative pronouns" plays in the language, that they are necessary to reunite two pieces of

information that talk about the same subject and so on; she also told me that we had better

teach some of the easiest "Relative pronouns", not all of them such as "whose" for instance,

and if by the way I show them the relative pronoun "whose" I should work on it on the very

surface.






A

Date: 01 / 11 / 2013

THIRD CLASS OBSERVATION

For the mathematics' exam with the teacher Emanuel students from the 2nd

A and B

were joined in the same room at 08:04 AM. The exams started at 08:07 AM; with an anxious

and uneasy atmosphere students were very agitated and they started joking around saying they

needed desperately to cheat on the test for they did not remember anything they had studied.

Most of them did not show any empathy with the test as if they ignored the content presented

in the exam.

13

Some students discussed with each other uninterested and indifferent as if they were

not prepared for the exam and they did not care about it. Most of them seemed lost and totally

unprepared. The first student to hand in the test in blank left the room at 08:15 AM; it started

as domino effect and soon another student also gave it up at 08:17 AM. The third student left

soon at 08:19 AM. The class became silent a little when suddenly a student looked at me and

asked me which subject I would teach, I answered him that I would teach English and then he

made fun saying that unfortunately I would not be able to help him in that hard situation and

then a girl said jokingly that for me to have achieved the English I must had passed through

Math as well and that probably I could help them.

Some students looked at a girl who appeared to be really involved with the exam and

started to ask for her help aloud. Another student handed the exam in blank at 08:26 and just

after one more student found courage to give it up as well leaving the room together. Other

students just left one minute after. Two more students left the room together at 08:28 and

other two more at 08:29 and then eight more students started leaving and handing the exam.

With about six students still trying to answer the exam, I saw a girl counting on her fingers

and trying to look at her classmate’s exam, this same girl gave it up and left the room at about

8:30, subsequently another student gave it up too. All at once, two girls who had already

handed the exam came back to the class and started asking their teacher to give their exam

back so that they could answer something they had remembered, but the teacher did not allow

it. Another student handed the exam at 08:33 and another at 08:34. The next-to-last student

handed the exam at 8:37 and finally the last one handed it at 08:38.

14






A

Date: 07 / 11 / 2013

FOURTH CLASS OBSERVATION

We entered the class at about 08:20 AM, six students sat in their places and the

teacher started explaining all the process to answer the Portuguese, composition and

mathematics exams. It took approximately fifteen minutes for the students to ask questions

and discuss with the teacher about how to answer properly in the chart of the exam. Thus,

they started to answer the exam at around 08:30 AM when the class became totally silent. At

08:45 AM the principal came in the class and paused their exam to clarify any doubt they

might have about the process to answer the exam. All of a sudden, the teacher started

complaining with a student because he was talking to one of his classmate as if he was doing

that in order to show off because there was somebody else in the class.

A student still with doubts called up the teacher in order to help him understand the

answering process better. Another pupil started to talk to his classmate and the teacher started

to complain asking him to get back in his place. The first student finished his exam at about

09:25 AM and he already wanted to leave the room, but the teacher told him that they were

allowed to leave only in the right time, so he kept waiting there for a while. Two students

finished the exam together and left the room but one of them has not done the composition. A

girl handed the exam without having done the composition and the teacher tried to motivate

her to do it but she merely left the room. Two more students left the room at 9:40 AM. The

one before the last student handed the exam and the teacher checked if her answers were ok

and the last one handed the exam at 9:50 AM when the teacher noticed the student had not

written her name properly in capital letters.

15






A

Date: 08 / 11 / 2013

FIFTH CLASS OBSERVATION

The AVALI exam of the 1st and 2

nd grade of humanities and natural sciences began

at 08:30 where there were only five students. The teacher joked with a student by telling him

that she knew who his girlfriend was and that if she knew about his behavior, she probably

would beat him. A student asked questions about the exam, the teacher explained and then the

class became silent for a big while; students seemed to be really concentrated in that.

In the middle of the exam, by having an opportunity, I asked a student if they enjoy

learning English and I found out a student who liked it and could communicate somehow in

English with me. But the problem that appeared in my mind was that I should work with a

method that would engage everyone not just this singular one. He told me he got in touch with

the language by playing games, he also answered me "in English" that he liked to play soccer.

He also told me that he would probably study Letras when he finishes the High School. That

was a good but inappropriate opportunity to interact with them for they were answering their

exam, but I could be in advance a little bit aware of some of their likings.

16

UNIT PACKET

In almost all my lesson plans, I struggled to prepare more learner-centered classes

making great effort to employ the inductive approach rather than the deductive. Proceeding

according to many of the theories we learned throughout the course, I was really determined

to follow them for I thought it was the great opportunity to apply everything we saw

theoretically. For that reason, I did not lose the time, I idealized all the excellence that was

passed to us, and with a daring courage, I risked everything to test if it could indeed work in a

context that was not propitious and favorable at all to all that pedagogic language teaching

theories, such as in Brazilian Public School.

I may say that almost everything that I planned had its way to be accomplished

without mentioning the fortuitous circumstances that used to assault me daily, such as:

students who missed the classes frequently, students who never studied at home and never did

their homework activities, students who missed the classes and arrived the next day without

seeing the previous content and then I had to review over and over again. Because of all those

obstacles, I developed a useful sense of flexibility that challenged me every day and that

helped me to widen teaching perspective, and in spite of all that, I could apply many of the

theories whenever I had the chance to be with them in real classes. Thus I would say that in

most of my classes, the basic structure of the plan that I planned I could apply, yet, I had to

make a few changes. With respect to fitting all the class stages with the timing, in the first

classes I had some problems, but in the third week onwards, I learned how to manage that as I

started to perform all the stages I planned in due time.

As most of the classes were planned to be learner-centered where I made enormous

effort to work with the inductive approach as I was always aware to elicit and enable students

to infer the meaning by themselves. But of course, unavoidably in some circumstances, I had

to mix with the deductive approach for it would be impossible to give a lesson without some

direct explanations, where the teacher explains directly rather than eliciting students to infer

by themselves.

17

The classes were varied in the sense that I focused on many aspects of teaching,

given that I had the brief chance to work with reading texts, with grammar content, with

listening and speaking skills and hence I tried to work with as many methods and approaches

as possible. The methods I most used in class focused on Communicative Language Learning,

constructivism and inductive teaching; for the grammar content and for all the other skills and

aspects of the language worked in class, I could mingle The Communicative Language

Learning with the constructivism, in view of the fact that I focused on the communication

function acting more like a counselor and facilitator rather than an authoritarian leader,

I also applied The Natural approach whereby I tried to provide some inputs when I

uttered and wrote sentences inviting them to participate in the class dynamic. I mixed features

of The Grammar translation method with The Direct method for I used the target language as

much as possible working with vocabulary and grammar and also with The Audio-lingual

method since I focused on the pronunciation as well.

18


Instituto de Letras

Departamento de Letras Germânicas

Rua Barão de Geremoabo, nº147 CEP: 40170-290 Campus Universitário - Ondina, Salvador-Ba

Tel.: (071) 3263-6225 /3 263-6206 Fax: (071) 3263-6208 E-mail: [email protected]

Colégio Estadual Henriqueta Martins Catharino

Student teacher: Pedro Samuel de Moura Torres

Mentor teacher: Zuleide Ribeiro

University Tutor: Fernanda Mota

Group: 2nd

A grade – High School Students –

FIRST LESSON PLAN

November 14th

, 2013

Timing: 50 minutes

Main Goal: By the end of the class, students will be able to make questions to use when they

meet a new person, they will learn how to use some useful questions to interact with the

teacher in class, to reflect upon learning a foreign language and to know how they will be

assessed during the period of training.

Skills: Speaking and reading

Topic: Getting to know people and useful classroom language

Prior knowledge: students have learned how to make simple questions.

Materials: Slips of paper with a list of questions with examples of answers and white board.

19

STAGE OBJECTIVES TEACHER’S PROCEDURES TIMING

1

Presentation and

warm up

Activate their schemata by using

questions that we make when we

meet a new person.

Getting to know students names

and peculiarities.

Stimulate students’ skill to talk,

to read and to work in pairs

asking and answering questions.

Teacher introduces himself by

saying his name, age, likes and

dislikes and asks students to do

the same. And then, in

Portuguese, the teacher asks

what are some questions that we

usually make when we meet a

new person trying to

contextualize it by giving real

examples. The teacher hands out

to students a paper with as many

questions and answers as

possible in English and writes on

the board when necessary and

for exercise he asks students to

work in pairs using the given

questions with their personal

answers and then the teacher

asks them to say five

peculiarities about their

classmate.

30

2

Learning/reviewi

ng helpful

sentences to use

in the class.

Students will learn useful and

basic questions to take their

doubts in the class process, such

as: How do you say.... in

English? What does it mean?

How do you spell.....? Could you

repeat it please? (Could you say

that again?) Teacher, can you

explain that again?

And teacher presents basic

instructions such as: Open your

Teacher tells students they

should use these useful

sentences just in English

throughout the classes and starts

writing some of them on the

board by inducing them to

remember how to construct such

sentences and to infer their

meaning avoiding direct

translation.

10

20

book, close your book, turn to

page number.., for homework,

work in pairs etc.

3

Reflections on

the importance of

learning a new

language.

Students will reflect on the

importance and the utility of

learning English by raising

awareness of the many

beneficial aspects that a foreign

language can provide.

Teacher starts asking them why

learning English is so important

in order to establish a dialog

about the value of acquiring a

new language by showing them

some of its good advantages.

5

4

Explanation

about the

assessment

process.

Explain about the assessment

and the importance of assiduity,

commitment, punctuality and

participation.

Teacher explains how students

will be evaluated throughout the

class and talks about the

importance of assiduity,

commitment, reinforces the need

to bring the book, tells they will

be evaluated everyday when

they bring their homework done,

asks them to read the text and

for homework they should mark

words they already know in a

given text.

5

Activity used to conduct the class based on the communicative language

teaching.

Questions we usually make when we meet someone.

- What is your name?

My name is ....................

- Do you have a nickname?

Afirmativa:Yes, I do. My nickname is..........

Negativa: No, I don't.

- How old are you?

I'm .......years old.

21

- What do you do (for a living)?

I'm a student, I'm a doctor etc.

- What is your favorite color / song / food / book / movie?

- My favorite color is blue.

- My favorite song is forever young.

- My favorite food is salad, rice, beans, pasta, meat, fried eggs, steak / beef, chicken,

ham=presunto, pork ribs=costela de porco, fish, salmon, sausage=linguiça.

- My favorite book is "The little prince"

- My favorite movie is "Romeo and Juliet"

- What kind of movies do you like?

I like comedy movies (Shrek) / romantic (Titanic) / action (Fast and furious) thriller (Dracula)

/ horror (Frankenstein) / adventure / crime etc.

- What do you study (college) / What grade are you in (high school)?

I study Letras (college) / I'm in the first / sophomore year of high school.

- Where do you live?

I live in Salvador...........

- What is your address?

My address is........

- What is your phone number?

My phone number is ...............

- Do you speak Portuguese?

Afirmativa: Yes, I do.

Negativa: No, I don't.

or Just a little.

- Are you single or married?

I'm single / I'm married.

- Have you ever been to Italy?

Afirmativa: Yes, I have.

Negativa: No, I have not.

- Where were you born?

I was born in Salvador.

- Do you have brothers and sisters?

Yes, I do. I have two brothers and one sister.

No, I don't. I'm an only child.

- Do you have a boyfriend / girlfriend?

Yes, I do.

No, I don't.

- Do you like sports?

Yes, I do.

No, I don't.

- What do you like to do (in your free time)? / What are your hobbies?

I like (to dance) / I like (dancing)

I like (to cook) / I like (cooking)

I like (to swim) / I like (swimming)

I like (to study) / I like (studying)

I like (to collect comic books=Gibis) / I like collecting comic books)

I like (to play soccer / cards=baralho / dominoes/ video games / volleyball) / I like (playing

soccer / video games etc.)

I like (to eat a lot) / I like (eating a lot)

22

I like (to go to the beach) / I like (going to the beach)

I like (to sing) / I like (singing)

I like (to watch TV) / I like (watching TV)

I like (to go to the movies/theater) / I like (going to the movies/theater)

I like (to paint) / I like (painting)

I like (to read books) / I like (reading books)

I like (to play the piano) / I like (playing the piano)

I like (to go out with friends) (hang out with friends) / I like (going out with friends) (hanging

out with friends)

I like (to take a walk) / I like taking a walk)

I like (to take a shower) / I like (taking a shower)

I like (to surf) / I like (surfing)

I like (to go shopping) / I like (going shopping)

I like (to ski) / I like (skiing)

I like (to flirt) / I like (flirting)

I like (to kiss) / I like (kissing)

I like (to ride a bicycle / bike / a horse) / I like (riding a bicycle etc.)

I like (to make friends) / I like (making friend)

I like (to talk on the phone) / I like talking on the phone)

Now work in pairs using as many as possible those questions above and take

notes of five questions your classmate answers to you and then you should tell his/her

answers to the teacher when asked.

FIRST CLASS REPORT

November 14th

, 2013

I entered the class at exactly 11:00 o'clock and there was just a student, very attentive

and solicitous, she volunteered herself right away to help me, she went to the school office in

order to bring me the attendance book. Then she got back and gave me the attendance book

which I was not used to, and so she started telling me how her teacher used to handle it, which

was to put a capitalized "I" for the present students and a dot for the absent ones. As there

were so many drop-out students in the class I was not able to recognize them in the attendance

book, but she kept helping me with each one of them and I was marking as she explained to

23

me. I started the class by introducing myself to her in Portuguese explaining my teaching

practice period with them and then I asked how she was that day and her name in English, she

had difficulties in understanding those basic questions which I had to write on the board not

just the questions but also I had to draw pictures of happy, more or less and sad face, I also

used hand signals, I tried many possibilities to finally make her understand me without

translation.

Wishing to apply the Communicative Language Teaching approach, I was trying to

activate her schemata with any possibility for her to release any linguistic potential, when at

sudden my Professor entered the room, I got somehow anxious and as a result, I made some

slips as the Professor corrected me but I tried to calm down and go with the flows. Some other

students entered the class and aspiring to apply some of the theories I have learned such as

social interactionism and constructivism, I started to ask them how they were that day and

their names; these two students did not have problems in understanding me as they answered

me properly. As the class seemed to be more stable, willing to apply the constructivist

underpinnings, I started to give a real and contextual situation about meeting new people and

then I asked them what are some questions that we usually make when we meet someone.

They started giving me some of the basic questions and answers that we were already

practicing and I added some others by writing on the board avoiding any direct translation.

I handed out the List of questions and answers about “Getting to know people" and

started working with them experimenting to use the deductive method as I was struggling to

make them understand me with no translation. I may say that almost all my attempts to make

them deduce was successful, except for asking their “nicknames” which was one that I had

not properly reflected before on how to make it more significant since I had two names and I

use both Pedro and Samuel, I introduced myself by giving my first name and then I gave my

real nickname which is the shortening of the second one Samuel "Muel"; unfortunately I had

forgotten that fundamental detail.

There were so many other questions that I had properly reflected before on how to

make them more meaningful and understandable but I did not have time to show all of them

and as a result of my lack of experience, regrettably I ended up by using one that I forgot to

reflect the meaningful aspect of it. However, my Professor solved the problem by giving the

example of her own nickname which was quite viable for them to grasp the meaning. I asked

them to use the sentences they have learned in pairs as they just asked the two basic questions,

24

their names and ages, but at least they could practice it somehow. I noticed the boys were

more efficient at understanding and pronouncing properly than the girl, but at least she was a

struggling and a concentrating student.

The time just passed by as I realized I would not have time to apply everything that I

had planned, my skill of flexibility started demanding new answers from me. Thus, I had to

skip from the first stage of the plan to the last one which I had to quickly sum up in order to

fit it in time. I realized I did not have time for two more stages and even the first one which I

presented was very reduced. In class I quickly had to change not just the stages' order but also

I had to renounce two of them for that day, I have also changed the homework by asking them

to bring five questions with their personal answers at meeting someone and not asking them

to read a text and mark vocabulary as it was planned, and finally, we finished the class

precisely at 11:50 AM. However, it is best to finish the class with remaining contents to apply

than to finish the class before the time. Even though there were many difficulties, my first

class was good considering my inexperience in teaching; I could manage well the class and

tried hard to motivate students.


Instituto de Letras Departamento de Letras Germânicas

Estágio Supervisionado II de Língua Inglesa Profa. Dra. Fernanda Mota

Feedback Sheet

Date: November 11th, 2013 Student Teacher: Pedro Samuel de MouraTorres Subject: English

Observer: Fernanda Mota Grade level: 2nd year of high school Classroom structure: small group (2 students)

The topics observed will be ranked according to the levels below:

Highest Satisfactory Lowest

1 0.8 0.7 0.4 0

Topics H S L Comment

25

Punctuality 1 You were very punctual.

Use of the target language 1 You tried to teach the class 100% in English, but since it was very challenging for students to understand your

instructions, you switched to Portuguese, but spoke English

as often as possible.

Seating arrangement 1 Since there were only two students in the classroom, there

was no need for a different seating arrangement.

Command of subject matter 1 You seemed to be very confident about the contents.

Appropriate lesson plan and effective 0.7 Although it was very fruitful to teach the class in the target

organization of learning situations to language, students did not easily understand what you said

meet learners’ needs and the at the beginning of the class. In your lesson plan, you

objectives of the class. should have anticipated this difficulty and should have had a

backup plan in case there was only one student in class.

Re-cap on work from previous class, 0.8 The procedures were OK, except that you should have

appropriateness of activities (warmer, encouraged students to take and keep notes of what they

main part of the lesson and wrap-up were studying.

procedures) and resources.

Strategies to encourage student 0.9 You are very good at rapport and, because of that, students

participation in class were very comfortable to participate. You proposed

meaningful activities for speaking practice and helped them

kindly.

Effective use of class time 0.8 You almost finished the class earlier than you were meant

to, but you managed to fill up time with an activity for

consolidation.

Appropriate response to questions 0.8 Your responses to questions sometimes were very

and comments straightforward, what does not always provide students with

opportunities to activate their previous knowledge. Try to

teach on a more constructivist basis, that is: instead of

answering questions straightforwardly, ask them back and

elicit possible answers.

Classroom management 0.8 You managed constraints well and did your best to keep

students motivated. You made smooth transitions among

the activities and your strategies to explain the topics were

clear. I think you should only try to apply principles of

learner-centeredness more often.

Grade

Your grade is 8.8.

Strengths of the Class Areas for Development

Maximized use of the target language; Backup plans for this group since it is a very small one and Rapport; there may be very few students in the classroom sometimes; Motivation. Use of more constructivist rather than instructivist strategies; Development of strategies to enhance learners’ organizational skills.

1 - Outstanding x 2 – Very Good 3 - Satisfactory 4 - Inadequate Feedback Sheet

26





Group: 2nd


SECOND LESSON PLAN

November 21st, 2013

Timing: 50 minutes

Main Goal: By the end of the class, students will be able to know how to use some useful

questions to interact with the teacher in class, to reflect upon learning a foreign language and

to have notions of reading skills and pronunciation of a text.


Topic: Reflections on learning a second language, useful classroom language and reading

skills and pronunciation.

Prior knowledge: Students have learned how to ask basic questions when they meet

someone.

Materials: White board and book.


1

Warm-up

Remind students of what

they learned in the previous

class and tell again the

students who missed the last

class how they will be

evaluated and ask the

students to hand in their

homework.

The teacher starts greeting the

students and asks their names,

ages and their favorite color.

Students answer and hand in their

activity.

5

27

2

Reflections on the

importance of

learning a new

language.

Students will reflect on the

importance and the utility of

learning English by raising

awareness of the many

beneficial aspects that a

foreign language can

provide.

Teacher starts asking them why

learning English is so important in

order to establish a dialog about

the value of acquiring a new

language by showing them some

of its good advantages.

10

3

Learning/reviewing

helpful sentences to

use in the class.

Students will learn useful

and basic questions to take

their doubts in the

classroom, such as: How do

you say.... in English? What

does it mean? How do you

spell.....? Could you repeat

it please? (Could you say

that again?) Teacher, can

you explain that again?

And teacher presents basic

instructions such as: Open

your book to page number...,

close your book, turn to

page number.., for

homework, work in pairs

etc.

Teacher tells students they should

use these useful sentences just in

English throughout the classes

and starts writing some of them

on the board by inducing them to

remember how to construct such

sentences and to infer their

meaning avoiding direct

translation.

15

4

Practicing reading

skills and

pronunciation.

Students will learn some

basic skills to read a text

and practice the

pronunciation.

Students will be able to

apply the learned questions

to ask for help and use

language to talk about the

text.

Teacher asks them to open the

book and asks them to pay close

attention to the heading of the text

and then the teacher asks them to

say what they think it should be

talking about, what kind of

vocabulary they expect to find on

it, they are advised to look at the

translated vocabulary below, pay

20

28

Students practice their

pronunciation.

attention to the cognates words

and identify words they already

know.

After they give their impressions

about the text, students are asked

to read the text one at a time

(chain reading).

Teacher helps students regarding

pronunciation as needed. And for

homework the teacher asks them

to make a list of the unknown

words they find with the

translation in Portuguese and

answer the following questions in

the book.

SECOND CLASS REPORT

November 21st, 2013

I entered the class at exactly 11:00 AM and there were eight students already seated.

I greeted all of them and asked the names and ages of the new students, most of them

answered correctly and some I had to help to understand the question and how to answer. I

called the roll, they handed in their homework and then I started to reflect on the importance

of learning English by writing on the whiteboard “Why is so important to learn English?” and

“What are the benefits of learning English?”. I made little effort to make them infer the

question meanings with no translation by asking them to associate the cognate word

"important" and "benefits" with the Portuguese ones and to remember the words they already

knew like "why", "what", "are", "to learn and learning" and "English". They were very

29

successful as they grasped the idea very fast. When they understood the question, I elicited for

their answers as they replied in Portuguese some very practical responses like "it is important

to learn English to get a job and to travel abroad." Most of them were very participative

except for two more isolated girls to whom I asked to get closer to the front.

I felt the class was flowing so nicely as I started to reflect and elicit students possible

answers and in order to apply the constructivist principles I gave a real and personal example

of a professional need of English when I told them about my sister who is a librarian and as

she could not speak English she did not receive a better position and as a result she did not

earn more money from her boss. I tried to use some words in English in my Portuguese

discourse, such as "her boss" with the corresponding translation "seu chefe". They were all

very attentive as they seemed to be interested, pleased and appreciating my reflections making

efforts to participate as well.

I classified English benefits as cognitive, professional, academic and personal; I tried

to elicit them to understand that the cognitive benefits were the ones that were related to their

minds as I told them that learning a second language improves our memory for always being

exposed to new vocabularies, that it improves our reasoning skills since in order to think we

need to organize the ideas logically using words and that it enriches our imagination for being

in touch with new literatures. As some did not know the word "academic" I elicited them to

understand that it is related to their field of study by telling the benefits it can bring when they

do researches on the internet where English is the hegemonic language, not just on the

internet as well in the general culture, literature, science etc.

I planned "The reflections on learning English" for just ten minutes, but as they were

very eager to participate, this stage took almost the whole class as I noticed I had two more

stages to perform and the time was almost ending. So I said that reflections were enough for it

took too much time and I noticed I had raised sufficient awareness and then I started to

introduce useful language sentences by telling them that it is our deal that they should make

an effort to use these sentence just in English and if they ask me in Portuguese I would not

answer them.

I started to write on the board making efforts to elicit students to understand with

inferences; fortunately they could understand me but even though they asked me to write the

translation for them not to forget it since they were writing down. The remaining time just

30

allowed me to show four sentences which I said next class we should continue it. There was

no time for the last stage which again I had to change plans and for homework I asked them to

read the text about sanitation and make a list of the words they already know.

The class management was really productive where I gave room for students to

participate and interact in a class dialog raising awareness about the mentioned topic. So, in

this special class students appeared more intrinsically motivated. What I would have changed

in this class would be the organization of the timing in order to fit everything that should be

performed as it was planned, but because of my lack of experience, I had the problem with

following the steps in time.





Group: 2nd


THIRD LESSON PLAN

November 22nd

, 2013

Timing: 50 minutes

Main Goal: By the end of the class, students will be able to know how to use some useful

questions to interact with the teacher in class and to have notions of reading skills and

pronunciation.


Topic: Useful classroom language and reading skills and pronunciation.

Prior knowledge: Students have reflected on the benefits in learning English and have

learned a few of the helpful sentences to use in class.

Materials: White board and book.

31


1

Warm-up

Remind students of what they

learned in the previous class and

tell again some of the students

who missed the last class how

they will be evaluated and ask the

students to hand in their

homework.


students and asks what are some of

the benefits of learning English and

hand in their activity.

5

2

Learning/revie

wing helpful

sentences to

use in the

class.

Continue the last class: showing

them more of the helpful

classroom language. Students will

learn more useful and basic

questions to take their doubts in

the classroom, such as: Could you

repeat it please? (Could you say

that again?) Teacher, can you

explain that again? etc. And

teacher presents basic instructions

such as: Open your book to page

number..., close your book, turn to

page number.., for homework,

work in pairs etc.

Teacher says: "Do you remember

our deal?" You should continue

learning more of these useful

sentences in English to keep using

throughout the classes and starts

writing some of them on the board

by inducing them to infer their

meaning avoiding direct translation.

15

3

Practicing

reading skills

and

pronunciation.

Students will learn some basic

skills to read a text and practice

the pronunciation.

Students will be able to apply the

learned questions to ask for help

and use language to talk about the

text.


pronunciation.

Teacher asks them to open the book

and asks them to pay close attention

to the heading of the text and then

the teacher asks them to say what

they think it should be talking

about, what kind of vocabulary they

expect to find on it, they are

advised to look at the translated

vocabulary below, pay attention to

the cognates words and identify

25

32

words they already know.

After they give their impressions

about the text, students are asked to

read the text one at a time (chain

reading).


pronunciation as needed.

4

Wrap-up

To verify if they have learned and

generate reflections about the

content taught.

The teacher asks what are some of

the reading strategies they have

learned.

2,5

5

Homework

To keep assessing them so that

they could keep track of the

contents.

For homework the teacher asks them

to make a list of the unknown words

they find with the translation in

Portuguese and answer the

following questions in the book.

2,5

THIRD CLASS REPORT

November 22nd

, 2013

I entered the class at exactly 11:00 AM and there was no student, there were just two

begs. I seated in order to wait for them to arrive but it took more than fifteen minutes when I

finally decided to look for them. As I heard lots of noises in the gymnasium for sports I

deduced that they could be there playing soccer and then I went after them. I got to the

gymnasium door and looked inside there to see if there was someone from my class when I

saw a student which I waved calling him. He came to me and then I asked him "where are the

students? Nobody is in class, what happened?", he said most of them has not come that day

and then I called him to go to the classroom. He went to get his stuffs inside the gymnasium

and then followed me to the classroom.

33

When I arrived, there was a student and then another third student got in. They

seemed to be really agitated almost asking me to go home as I realized the time was already

11:28 AM. Thus, there was no time for warm up as I started to continue with the remaining

useful sentences, then I began to show the basic instructions and commands making them

infer avoiding any translation. It was successful, except for the girl who was acting as if she

did not understand while the boy who is very good at English could understand everything

and communicate as well, but with some limitations that I helped him to solve.

I tried to help the girl as she started to get the meaning but she was so willing to go

home that she told me: "Please teacher, I just need a certain quantity to pass the year, what are

the subjects that will be on the exam?" I replied her that everything we have been working

will be graded. A new student entered in the classroom, sat down, then got his beg and left as

I told him that every day they are being assessed, he answered he needed to leave by reason of

force majeure as we started to laugh a little. Everything went normally and I finished with the

basic instructions as I realized that I had just ten minutes which they were already asking me

to go home. Again I had to have flexibility to keep things going right.

I asked them to open their book to page number 116 which I wrote the number on the

board. I just had time to elicit them about some basic strategies when we read a text, like

getting the main idea about the text by analyzing the title which I made them infer the

meaning of "water and sanitation for all" and I also told them to search for the cognate words

which are the ones that are very similar to the Portuguese words. I asked them to look at the

glossary to find the meaning of the most challenging words and some of them showed to be

familiar with some of these strategies, and for homework, I asked them to read it again and

make a list of the unknown words. Many things in class are so unpredictable that we have to

be a fast thinker to make things fit in time and to fit with the irregularities that may come. As

this class was so hasty and quick and students were so tired and eager to go home, I did not

apply all that I had in mind, so, I felt like running against the wind, things were not

contributing that day. Nevertheless, I counted on the resources I had and on my motivation to

teach what the opportunity allowed me to. In spite of applying great methods and having had

engaged students in the class somehow, for the little time we had to talk about reading skills,

in my idealistic perspective, things could have been better if the external occasions had

conspired in my favor that day.

34





Group: 2nd


FOURTH LESSON PLAN

November 28th

, 2013

Timing: 50 minutes

Main Goal: By the end of the class, students will have notions of reading skills and

pronunciation and some awareness about ecology.


Topic: Reading skills to understand a text, awareness about ecology and pronunciation.

Prior knowledge: Students have learned useful classroom language to be applied.

Materials: White board, Computer, video and book.


1

Warm-up

Remind students about

some of the helpful

sentences they had learned

and that they should apply

in class.

The teacher starts greeting the students

and reminds what was our deal last

class (to make an effort to use

questions in English) and hands their

activity.

5

2

Practicing reading

skills and

pronunciation.

Students will learn some

basic skills to read a text

and practice the

pronunciation.

Students will be able to

apply the learned

Teacher asks pre-reading questions like

what is basic sanitation, what is

biodiversity, what is pollution and after

that he starts showing a 05:49 video

about sanitation to elicit environmental

consciousness and then asks them to

40

35

questions to ask for help

and use language to talk

about the text.


pronunciation.

open the book and to pay close

attention to the heading of the text and

then the teacher asks them to say what

they think it should be talking about,

what kind of vocabulary they expect to

find on it, they are advised to look at

the translated vocabulary below, pay

attention to the cognate words and

identify words they already know.

After that, they give their impressions

about the text, teacher starts reading

the first paragraph and afterwards

students are asked to read all together

and so on.


pronunciation when needed.

3

Wrap-up

Generate reflections on the

reading strategies.

The teacher asks some questions about

the texts and what are some of the

reading strategies they have learned.

2,5

4

Homework

Assess students on a daily

basis so that they could

review, fix and absorb

what they saw in the class.

For homework the teacher asks them to

make a list of the new words they just

learned with the translation in

Portuguese and answer the following

questions in the book.

2,5

36

FOURTH CLASS REPORT

November 28th

, 2013

Because of the rainy weather, there was a terrible traffic jam and thus, I arrived five

minutes later. There was just a student, he told me the others had gone because they had not

seen me there at 11:00 AM. He was the only one who could wait for me and I found him in

front of the gate thinking I would not teach because there was only him. But I called him,

"come on, of course!" and I explained him, it was because of the traffic. We followed the

room and I entered the class very anxious for being five minutes late, but it was not my fault,

for I had left home two hours before presaging that since it was a rainy day I should leave

earlier than usual, but unfortunately, I could not predict the traffic would be so slow. I started

the class reminding him of some sentences they have learned last class and I told him that day

he should make a great effort to apply them, but he acted as if he did not remember those

sentences and I had to remember it all again writing on the board.

He understood it all very fast and I asked for his homework, he answered begging me

pardon asking me, teacher, how do you say "me desculpa! in English?" as I wrote and helped

him to pronounce it, then he answered, "teacher I'm sorry!, Eu não fiz o homework". After

that, I moved to the next stage which was the pre-reading activities and then I started writing

questions on the board eliciting him to understand their meaning, he was very good at

understanding my illustrations for I started using reading strategies like asking him to search

for the helpful cognate words. When I asked "what is basic sanitation", he hesitated to

understand the word "sanitation" as I encouraged him to try it by asking if it reminds

something in Portuguese, he answered: "É sanitário, teacher?" then I said: "É algo bem

relativo a isso." I started to work in his cognitive process until he finally said it was

"saneamento básico". I helped him to pronounce it and then I wrote the other question, "what

is biodiversity?" he right away answered it and then I asked him what he understood about it,

as he hesitated, I helped him by asking, "do you know what diversity means?" then he said:

"sim, é diversidade." e "do you know what the prefix "bio" means"?

37

He said no and I explained to him that it refers to life, then I tried to make him infer

what it meant, but in spite of all my elucidating efforts, he had troubles to conclude the idea as

I had to explain everything telling it was the great diversity and amount of life that exists in

nature. I helped him with the pronunciation of biodiversity (baiodaivêrsiti) which was quite

challenging since it changes a lot from the spelling. I continued to ask him other sentences in

English following the same elucidating strategies and raising a little awareness of ecology,

finally I played a video in Portuguese that showed a lot about bad sanitation conditions and

we started watching it. The video was just about images and reading, there was no interlocutor

and at every key word that appeared in the video, I stopped it and asked him "how do you say

that in English"; most of them he did not know as I had to write them on the board and help

him with the pronunciation. Since the video was by itself a raising awareness and reflective

instigator, it contributed immensely to immerse him in the theme. But I was not just worried

about the thematic reflections as I took it to expose the target language.

As the video finished, we made some pro-reflections on the video and then I asked

him to open the page number 116 in English writing on the board. He had not brought the

book and, since that day I had two books, I lent one to him. I asked him about the title, "Water

and sanitation for all" I induced him to understand it successfully, then I asked "what do you

think it talks about?" He immediately answered it talked about "saneamento básico", ecology

and people's health problems. Then I showed him all of these reading strategies, I started to

read it and then I asked him to read after me. I helped him with the proper pronunciation and

with understanding by using inductive strategies, but since the class was almost over, we just

read to the second paragraph and I tried to ask him about what he had learned. I asked him to

continue reading it at home and as homework he should make a list of the new words he just

learned with the translation in Portuguese and answer the following questions in the book. But

unfortunately, they usually never follow our instructions and homework assignments, for they

miss the class so often and it makes so hard for class subject continuations.

Considering that the class plan was meant for a group not just for a single person, I

think I could manage well for I relate to him face to face and this brings some more direct

interaction which enable us to see clearly the need of the student. Despite of the lack of

dynamism intrinsic of groups, the class did not lose the dynamism for I struggled to keep that

in a direct and objective way. I kept eliciting this student onto the construction of knowledge

and it was successful for he could answer everything properly.

38





Group: 2nd


FIFTH LESSON PLAN

November 29th

, 2013

Timing: 50 minutes

Main Goal: By the end of the class, students have learned how to read, pronounce and

understand a text, increase their vocabulary, improve their listening skills and be immersed in

the next topic "some and any".

Skills: Reading, listening and writing.

Topic: Reading and listening skills

Prior knowledge: Students have started to learn some of the strategies and continue to read

the text.

Materials: White board, book, computer, music and Lyric.


1

Warm-up


remember about the last class.

Listen to a song with the lyrics

and fill in the blanks in order to

introduce the following topic.

The teacher starts greeting the students

and he asks their homework and then

continuous to read the text about

sanitation by helping them with

vocabulary, pronunciation and

understanding, showing some of the

strategies to read a text in English.

20

2

Song activity

Immerse students in the next

topic.

Work with new vocabularies and

activating words they may know.

As the first pre-listening activity the

teacher gives students the title of the

song and asks them to predict words

that they expect to hear. Then the

39

Improve their listen skill.

Cultivate their imagination and

perception.

Elicit students to have an idea

about the song by associating the

words they learned.

Catch students attention and

interest in an artistic and creative

way.

teacher writes on the board some of

the more challenging words and helps

them to understand. He hands out the

lyrics and as a while-listening activity

he asks students to fill in the blanks

with the words they hear and to

stimulate their imagination they

should draw a picture representing

what they hear and in the end they

should explain the meaning to the

teacher. Then the teacher plays the

song "Somewhere over the rainbow"

by Norah Jones twice or three times

when needed.

25

3

Wrap-up

Reflect on the main idea of the

song.

Think about some of the useful

strategies to read any text and

enable them to see the indefinite

pronoun inside the song.

Teacher asks what they learned about

the text, strategies and about the song

they just heard.

2,5

4

Homework

Keep students engaged with the

taught content.

Improve their ability of

autonomous learning.

For homework teacher asks them to

translate the two missing words

(somewhere and someday) that they

just filled in the blanks while listening

to the song and asks them to read the

page number 119.

2,5

40

Song class activity for vocabulary, listening, reading and interpretations skills.

Listen to the song and fill in the blanks with the words you hear.

Somewhere over the rainbow

____________ over the rainbow

way up high,

and the dreams that you dreamed of

once in a lullaby, haaaaii...


bluebirds fly,

and the dreams that you dreamed of, dreams

really do come true, huuuu....

____________ I'll wish upon a star

and wake up where the clouds are far

behind me. Where troubles melt like lemon drops

high above the chimney tops

that's where you'll find me.


bluebirds fly.

And the dreams that you dared to,

oh why then, oh why can't I?

Well, I see

Trees of green and red roses too,

I'll watch them bloom for me and you

And I think to myself,

What a wonderful world.

Well I see,

Skies of blues and, clouds of white,

And the brightness of day, I like the dark

And I think to myself,


The colors of the rainbow so pretty in the sky

Are also on the faces of people passing by

41

I see friends shaking hands saying how do you do

They're really saying I... I love you.

I hear babies cry, I watch them grow

They'll learn much more than really know

And I think to myself


____________ I'll wish upon a star

And wake up where the clouds are far

Behind me.

Where troubles melt like lemon drops

high above the chimney tops

That's where you'll find me.


Way up high, and the dreams that you dare to

Oh why, oh why can't I?

FIFTH CLASS REPORT (THE DAY OF ENGLISH AS THE TARGET LANGUAGE)

November 29th

, 2013

I entered the room at exactly 11:00 o’clock and there was nobody in class, I started

preparing the material as I waited for someone to come in. As the time was going by I went

after them in order to find someone out of the class and then I found a student and I asked him

to come in. He said to me only himself had came that day and I told him we would have class

anyway. I greeted him in English and realizing his potential for the language, I decided to

speak most English than Portuguese. He just loved it and made efforts to communicate as

well. He was the most interested student in English in the class but even so he hardly comes

to classes. And since he had not came in the last lessons, I could not make the warm-up as I

had planned by asking about the latter subjects we worked. I had to leave out the first stage of

the plan as I took the time to warn him about his missing classes and that I did not have any of

his homework even though I knew he was a great English student. And since he had not read

the text about sanitation I asked him to do it because it will be in the final exam.

42

I reflected I should work that day just with the song and when I told him about the

song he became so enthusiastic. Then, beginning with pre-reading activities, I wrote on the

board the song's name asking him if he knew already that song and if he understood its name.

He told me it was familiar, but he was not quite sure about it as he answered he just knew the

word "rainbow". He guessed something like "Onde sobre o arco-íris", I told him not exactly,

then I made him deduce by asking him "what does the word "where" means?" he knew it and

then I took him to conclude by himself the meaning of "some + where"; after understanding it,

he could deduce the whole title. I was amazed by his potential to associate and deduce very

fast with just one simple elucidation. I asked him what words he may find in this song, I even

asked in English and in most cases he could understand it properly, he said to me some

sentences like a beautiful and colorful place, a quiet and nice place to go. I was also surprised

by his talent to feel the song with just the title as he told me he was very good at literature and

he enjoys interpreting texts.

So, I started to write on the board the most challenging words of the song by making

him deduce the meaning of them with just a simple clue. The word "clouds" I drew it on the

board and he immediately remembered it, the word "lullaby" I sang a Brazilian lullaby song

and he got the idea right away. "Bluebirds", he could understood it without my interventions,

for the word "melt", I asked him: "what does happen if we put an ice under the sun?" He got it

so fast and then I continued doing that with other words as he was very good at getting the

meaning of all of them. After showing him the most challenging words, I explained to him the

while-activities: when he listens to the song at the first time, he should draw any image that

comes in his mind, he should feel the song as I told him that it was to stimulate his ability of

imagination. At the second time there was another while activity, he should fill in the blanks

with the missing words.

I played the song for the first time as he started drawing, he was so enthusiastically

doing that. After that, he showed me the picture with a big rainbow, full of birds, and many

other impressions he could sense. He drew it like a dreamful and idealized place as he

demonstrated he could feel the song quite rightly. Finally, I handed out the lyric, I played the

song for the second time as he filled it very efficiently. Unfortunately, there was no time for

us to sing it and in the wrap-up, we started discussing the main idea of the song.

He demonstrated he was really a great interpreter, since he argued: "but teacher, this

world described in this song is an utopia, it is like a dream world, there's not such a thing for

43

real." And I told him that the main idea was about an idealistic person who dreams about an

ideal and nice place where everything is perfect, where there's no wars, no troubles and that it

is there somewhere over the rainbow. It shows a person dissatisfied with the reality that puts

his faith on the horizon of the rainbow. I explained to him that most artists have idealistic

veins which they appear to be always idealizing and trying to bring it into songs.

I noticed he was really amazed and engaged in our dialog. We finished and I asked

him to read the page number 119 as homework. He told me he was to study English Letras for

it is so attractive to him; he showed to have potential for literature and artistic inclinations. It

was the most fruitful and pleasant class that I ever taught. I thought about working with songs

every day since it was really appealing for students to pay attention and engage. He was so

fascinated at analyzing and listening to the song. With this activity we worked the four

abilities reading, writing, speaking and listening since he put his ears in tune with the song

and furthermore with reflections, imaginations and so on. Thus, I want to work with songs in

all the coming Fridays.





Group: 2nd


SIXTH LESSON PLAN

December 5th

, 2013

Timing: 50 minutes

Main Goal: By the end of the class, students will have some notions on how to apply the

indefinite pronouns "some, any and no/none".

Skills: Speaking, writing, listening and reading.

Topic: The usage of the indefinite pronouns "Some, any and no/none".

44

Prior knowledge: Students have learned some of the strategies to interpret a text and a song.

Materials: White board, box full of objects, slips of paper with explanations and dialogue and

a homework activity.


1

Warm-up

Play the game "Guess what is

inside the box" in order to

immerse them in the topic.

Engage students in a

constructivist dynamism.

Teacher shows them a box and writes

on the board the sentence "Guess what

is inside the box" and helps them

understand it and the dynamics of the

game. He writes on the board the

question students must ask the teacher,

like: "Teacher, do you have any.....in

the box?", "Do you have any candy in

the box? Do you have any mouse toy

in the box? Teacher helps them with

the vocabulary and answers like: yes, I

have some candies in the box. Yes, I

have a mouse, Etc.

20

2

The usage of

the indefinite

pronouns

"Some, any and

no".

Show students some of the

basic rules to use the

indefinite pronouns "Some,

any and no/none".

Elicit students to participate

in the role-play in order to

situate them in a meaningful

context.

Practice communicative

skills.

Teacher hands out the paper with

explanations and a dialogue with the

application of "Some, any and

no/none".

He reads or asks students to read the

explanations with the examples and in

the dialog he asks students to role-play,

in trios, the three characters of the

dialog. He helps them regarding the

pronunciation and understanding when

needed.

20

3

Wrap-up

Review what students

learned.

Teacher asks some of the rules they

have learned.

5

4

Homework

Put what they learned into

practice.

Teacher hands out the activity for them

to answer at home.

5

45

Class activity based on The Deductive approach.

"Some, any and no"

“Some e any” têm a função de adjetivos quando acompanham o substantivo. Ex: Some four

children die every minute in developing countries from diseases caused by unsafe water.

E também funcionam como pronomes quando substituem o substantivo. Ex: Do you have

any money with you? Yes, I have some. / No, I don't have any.

1-Some (algum, alguns, alguma, algumas, um pouco de) na maior parte é utilizado em

frases afirmativas (I have some news for you / Tenho algumas noticias para você), mas

também em frases interrogativas quando estas indicam oferta e convite (Would you like

some coffee? / Quer um cafezinho? ), sugestão (We need to buy some sodas for the party /

Precisamos comprar alguns refrigerantes para a festa.) ou quando se aguarda uma resposta

afirmativa (Do you mind if I put on some music here? / Você se importa se eu colocar uma

música aqui?)

2-Any (algum, alguns, algumas, nenhum, nenhuma) geralmente é utilizado em frases

negativas (I don't know any famous person / Não conheço nenhuma pessoa famosa) já que

no inglês, negar duas vezes é redundância, e nas frases interrogativas (Do you have any

question? / você tem alguma pergunta?)

Contudo, any também pode ser usado em frases afirmativas quando:

a) O sentido de any for “qualquer”. Ex: Alternative low-cost technologies will be a global

standard at any moment / Tecnologia alternativa de baixo custo vai ser um padrão global a

qualquer momento.)

b) Quando estiver precedido de uma frase condicional com "if" (se). Ex: If you have any

environmental concerns, do not pollute the water sea / Se você tiver alguma preocupação

com o meio ambiente, não polua as águas do mar.

c) Quando estiver acompanhando palavras (geralmente advérbios) de sentido negativo como

never, rarely, seldom, hardly ever, without, etc, para evitar negar duas vezes. Ex: Some

countries rarely have any good sanitation conditions. / Alguns países raramente têm

quaisquer condição boa de saneamento.

2-No/none (nenhum, nenhuma) é usado para negar mas sem nenhuma outra palavra de

negação na sentença. Ex: They have no solution for the problem. We have none either.

46

Class activity based on the Behaviorism and on The Communicative Language

Teaching approach to practice the communication applying and

contextualizing the rules.

Read this dialogue between Peter, Mary and the waiter in a restaurant, pay attention to the

usage of "some, any and no" and role-play with your mates.

Waiter: Are you ready to order now?

Peter: Yes, we are.

Mary: Do you have any Russian salad today?

Waiter: No, we don't have any, I'm sorry. We have some Greek salad left though. Would

you like some?

Mary: Oh, OK. I'll try some.

Peter: Yes, I will try the Greek salad too. Then…can I have some of the Italian seafood

starters that are on the menu. Would you like some too, Mary?

Mary: Oh, no not for me. I never eat any seafood. It makes me sick!

Waiter: What about the main course? We have some very nice steak today.

Peter: Well, I eat no red meat, so I will have the quiche. Is there any meat in that?

Waiter: No! There is no meat in the quiche. And for you madam?

Mary: I would like the steak please.

Waiter: Would you like something to drink?

Peter: If you have any white wine we would be so glad.

Waiter: We rarely have any white wine here, we just have the red ones.

Peter: So, let's get some strong red wine. Do you have any other suggestion?

Mary: No Peter! You drink too much! At any moment you will end up by getting a wine

hangover.

Peter: Waiter! Do you mind if you bring me some red wine?

Waiter: Great! A bottle of red wine.

Peter: Fine. Thank you very much.

47

Homework activity to practice the rules they learned.

School: Estadual Henriqueta Catharino

Student's name:

Teacher's name:

Some, any and no/none activity

December 05th

, 2013

1) Do you have ___________candies in your box?

2) No, I´m sorry. I have___________ candy. I just have ___________apples. Would you like

___________?

3) Well, ok. It is so silent here! Do you mind if I put on ___________music?

4) Oh yes, sure! But do you have___________ of Madonna songs, please? For me you can

play___________ of hers.

5) Sorry, I have ___________ ! If I had ___________ of her songs I would play them for you.

What about ___________ of Will Smith's?

6) I never listen to ___________ of his songs. It is not my kind of music.

7) So, do you like___________ other singer besides Madonna? You need to know

___________ of the other singers.

8) Well, I like ___________ one that sings with real emotions and I usually prefer female

voices.

9) Hun! If I have ___________ of Cyndi Lauper songs, can I play ___________ of them?

10) Ok, you can play ___________ of her songs.

"Children must be taught how to think, not what to think.”

― Margaret Mead

http://www.goodreads.com/author/show/61107.Margaret_Mead

48

SIXTH CLASS REPORT (THE CHALLENGING AND PRODUCTIVE DAY)

November 5th

, 2013

As the teacher Leli called me to ask me if I could go to class earlier than usual since

students were there without class, just waiting for the English class, we started the class at

about 10:00 o’clock. There were four girls in the classroom, the ones that almost never come

to class. They were all sitting in front of me but I should have asked them to get closer in a

circle. As I started the class, the two professors entered the room and sat behind the class and

as expected, it shook all my nerves. Then I greeted all the students and willing to apply the

constructivist and communicative approaches, I tried my best to lead them through the

construction of knowledge as I started the warm-up inviting them to play the game "guess

what is inside the box".

With aspirations to keep the class learner-centered, I showed the box to them and

explained how to play the game as I wrote on the board the question with the answers

available for them to infer how to use the indefinite pronoun "Some, any and no/none" by

notifying that they needed to ask me using that sentence in English. With the inductive

teaching method in mind, I attempted to make them infer how we use this pronoun by asking:

is this sentence affirmative, negative or interrogative? As they answered me properly; and

then I elicited them to understand how and in which occasions the indefinite pronoun should

be used but at first in general rules.

With the perspective of the approach Task-based language teaching, I started the

game encouraging them to ask me using the written sentences by helping them with the

correct pronunciation, which I handled to make them use the target language in a meaningful

task. I began to give clues about some of the objects I had in the box speaking in the target

language as I tried to make them infer the clues by using mimics, giving clues like relating

words to the object, just speaking in English, drawing the object on the board or even giving

clues sentences in Portuguese, as I avoided to the maximum any direct translation, and thanks

to God they were all very successful since the students were really able to understand very

fast all of them.

49

Following the constructivism principle about contextualization and situational topics,

whenever they got the idea, I conducted them to ask me using the written interrogative

sentence on the board as it was a great way to keep them using the indefinite pronoun. When

they asked me, I answered with the affirmative or negative sentences by eliciting them to

understand the sentences: for positive answers I answered positively showing the object to

them and with negative responses I answered with one of the three written possible negative

answers to apply the indefinite pronoun.

This experiment task in associating the language to a simulating real situation was

really meaningful and I got success in all my attempts. As I finished with the general rules to

apply the indefinite pronoun, I started to elicit them to understand that those rules had some

exceptions, when I handed out the slips of paper illustrating all those details. Then I asked

someone to read, and as nobody took initiative, I started to read the paper illustrating all the

exceptions, and at each new exception, I elicited them to understand through examples that

were in the paper and also through examples that I gave spontaneously.

When it finished, I started to write some vocabulary for the following task to enable

students to understand it better. I did my best to enable them to understand the vocabulary and

the result was very successful but the only problem is that there was just one or two

participative students, while the other two kept more silent and I forgot to engage these others.

As I finished with the vocabulary display, with behaviorism and communicative aspirations, I

asked them to do another task which was to perform a role-play through a contextual dialog

where all those taught rules were applied. As there were three characters in the dialog and

since there were just four students in the class I had the insight to call the teacher Leli to

perform the "waiter" character with one group while I performed it in the other group.

They did it very well with my guidance helping them to pronounce properly and

understand the text. In the wrap-up, I asked them about the rules they have learned and I got

really satisfied when I realized they understood all I had taught. For homework, I handed out

the activity for them to apply the indefinite pronouns with all the rules they had seen. I really

enjoyed this class for I conducted them to understand, not just showing rules but rather

eliciting them toward the construction of knowledge as I struggled to apply many teaching

useful approaches and methods. The class was indeed a success, I just needed to foster

everyone’s participation, for I tended to interact with the most responsive students.

50

Universidade Federal da Bahia Instituto de Letras

Departamento de Letras Germânicas Estágio Supervisionado II de Língua Inglesa

Profa. Dra. Fernanda Mota

Feedback Sheet

The topics observed will be ranked according to the levels below:

Highest Satisfactory Lowest 1 0.8 0.7 0.4 0

Punctuality 1 You were on time for class.

Use of the target language 1

You spoke English as often as possible in a way that

students could have more input. Seating arrangement 0.8 You didn’t ask students to form a semi-circle. In spite of

that, seating arrangement was good because the group is small.

Command of subject matter 1

You appeared to be prepared for the class. You confidence

suggested that you studied a lot for it. Appropriate lesson plan and effective 1 The class was very well planned. All the steps were

organization of learning situations to

organized with smooth transitions and the activities favored meaningful practice.

meet learners’ needs and the objectives of the class.

Re-cap on work from previous class, appropriateness of activities (warmer, main part of the lesson and wrap-up procedures) and resources. 1 Whatever you explained, you tried to activate schemata,

thus presenting the contents by eliciting students’ previous knowledge on a constructivist basis. Besides, the resources were simple and effective.

Date: December 5th, 2013 Student Teacher: Pedro Samuel Torres Subject: English

Observer: Fernanda Mota Grade level: 2nd year of high school Classroom structure: small group (4 students)

Topics H S L Comment

51

Strategies to encourage student 0.9 You always asked them questions and proposed activities

participation in class

to foster participation and interaction. The warmer was excellent!

Effective use of class time 1

You maximized leaning opportunities in the short class time you had.

Appropriate response to questions 1

When students asked you questions, instead of giving

and comments

straightforward answers, you elicited the answers from them. Besides, your attitude towards their participation was always encouraging and you often praised them when they participated.

Classroom management 0.7

Your class was very dynamic and that helped to foster motivation.

However, you didn’t call everybody’s attention to participate and very often kept eye contact only with the student who was participating all the time. When only one student is engaged, you should try to motivate the others to participate too by asking them questions.

Grade Your grade is 9.4. The class was excellent!

Feedback Sheet

Strengths of the Class Areas for Development

Maximized use of the target language; Motivation: you should try to draw everybody’s attention to the Creativity; lesson and get them to participate without exceptions; Rapport; Pronunciation: you should stuhave students pronounce the Organization of the stages of the lesson; sentences to help them learn the pronunciation of the sounds Smooth transitions; that they need to know for speaking tasks; Activities for practice and production; You should emphasize the importance of note-taking and Constructivist approach. note-keeping.

x 1 - Outstanding 2 – Very Good 3 - Satisfactory 4 – Inadequate

52

Estadual Henriqueta Martins Catharino




Group: 2nd


SEVENTH LESSON PLAN

December 6th

, 2013

Timing: 50 minutes

Main Goal: By the end of the class, students will have reviewed some of the indefinite

pronoun "some, any, no/none" and apply them through the song, to interpret and recognize

vocabulary of the song.

Skills: Reading, listening, and writing.

Topic: Indefinite pronoun, "some, any, no/none, and its compounds forms: somewhere,

someone, no, somebody etc."

Prior knowledge: Students have learned how to apply some, any and no/none".

Materials: Whiteboard, Computer, music and Lyric.


1

Warm-up


studied last class.


students and reminding them of

what they learned last class.

Asks their homework activity.

5

2

Song activity

Listen to a song with the

lyrics and fill in the blanks in

order to practice the topic

already taught "somewhere,

someone, somebody, nothing,

As the first pre-listening activity,

the teacher shows some of the

indefinite pronouns compounds

forms like "somewhere, someone,

anybody etc" and then he gives

53

no."

Work with new vocabulary

and activate words they may

know.

Improve their listening skill.

Elicit students to have an

idea about the song by

associating the words they

learned.

Catch students' attention and

interest in an artistic and

creative way.

students the title of the song and

asks them to predict words that they

expect to hear. Then the teacher

writes on the board presenting the

song's vocabularies and helps them

to understand them. He hands out

the lyrics and plays the song "I'm

with you" by Avril Lavigne twice or

three times when needed. As a

while-listening students should fill

in the blanks with the indefinite

pronouns and its compounds. After

they finish it, they are invited to

sing it all together following the

music once again.

35

3

Wrap-up

Enable students to interpret

songs themes by trying to

find some about the themes

that may be in the song.

Check what students learned

about the topic and about the

song main idea.

Teachers starts asking what are

some of the main themes we may

find in the song.

Teacher asks what they have

learned about the indefinite

pronouns.

5

4

Homework

Incite students to exercise

what they learned.


do the exercises on page number

121 to 122.

5

54

Song class activity to apply the indefinite pronouns, for vocabulary, listening,

reading and interpretations skills


Student's name:

Teacher's name:

December 6th

, 2013

Fill in the blanks with some of the indefinite pronouns and its compound forms:

no (2x) , no one (1x), nothing (2x) , anyone (2x), anybody (1x), somebody (2x), somewhere (5x).

I'm With You (Avril Lavigne)

I'm standing on a bridge I'm waiting in the dark

I thought that you'd be here by now

There's ________ but the rain

________footsteps on the ground

I'm listening but there's ________sound

Isn't ________ trying to find me?

Won't ________come take me home?

It's a cold night

Trying to figure out this life

Won't you take me by the hand?

Take me ________ new

I don't know who you are

But I... I'm with you

I'm with you

I'm looking for a place

I'm searching for a face

Is ________ here I know?

Cause ________'s going right

And ________ is a mess

And ________ likes to be alone

http://letras.mus.br/avril-lavigne/

55


Won't ________ come take me home?

It's a cold night






I'm with you

Yeah, Yeah, Oh...

why is everything so confusing

Maybe I'm just out of my mind

Yeah yeah yeah

Yeah yeah yeah

Yeah yeah yeah yeeeaaahhh

It's a cold night






I'm with you

I'm with you

Take me by the hand?




I'm with you

I'm with you.





I'm with you

I'm with you.

56

SEVENTH CLASS REPORT (THE DAY OF THE DEFAULT)

November 6th

, 2013

I went to the school at 10:00 o’clock when I saw Diogo and Rafaela there and as

soon as I went to the school office to get the attendance book, the Principal told me that day

would be no class and that the teacher Lelli tried to call me to tell me but she could not

communicate with me. I told Diogo and Rafaela about that, explaining that I had tried to call

the Professor Fernanda but she did not answer it, when Diogo told me he would send a

message explaining that for me, since my cell phone plan does not allow me to send messages

but just to call.

I thanked Diogo, and even so, I went to the class to check if anybody was there. I

waited until 11:15 AM, then when I left the room I saw some students of other classes and

asked them about my students. They told me they were playing soccer in the gymnasium of

sports. I decided to go there to verify; when I arrived there, I saw no girl but many of the boys

were playing soccer dressed like women. I decided to leave there really frustrated for having

planned a lesson and for being neglected by not being notified about that, making me spend

the time.

57





Group: 2nd


EIGHTH LESSON PLAN

December 12th

, 2013

Timing: 50 minutes

Main Goal: By the end of the class, students will have reviewed some of the indefinite

pronouns "some, any, no/none", get immersed with its compound forms "someone, anything,

somewhere, everything , everyone etc." and learn new vocabulary and interpret themes using

the song.

Skills: Reading and speaking (interpreting), listening, and writing.

Topic: Compounds forms of the Indefinite pronouns: somewhere, anyone, somebody,

everything etc."

Prior knowledge: Students have learned how to apply the indefinite pronoun some, any and

no/none".

Materials: White board, Computer, mini music boxes, music and Lyrics.


1

Warm-up


studied last class.

Ask their homework and warn

them about the activities and exam

points and topics.

Show them the compound forms of

the indefinite pronouns: someone,

anyone, no one, somewhere,


students and reviewing them of

what they learned last class. He asks

their homework activity and for the

ones who did not come last class,

the teacher hands out the slips of

paper and the homework from the

previous class and asks them to read

15

58

something, everything, everyone

etc.

the rules at home and warns them

that it will be on the exam and that

the homework activity is worth 3

points.

Elicit students to understand that the

usage of some, any and no is the

same to its compound forms:

someone, anything, everything,

everyone, etc.

2

Song activity

Listen to a song with the lyrics and

fill in the blanks in order to

practice the topic already taught

"somewhere, someone, anything,

anyone, no one, somebody,

nothing, everything etc."

Work with new vocabulary and

activate words they may know.


Elicit students to have an idea

about the song by associating the

words they learned.

Catch students' attention and

interest in an artistic and creative

way.

As the first pre-listening activity he

gives students the title of the song

and asks them to predict words that

they expect to hear. Then the

teacher writes on the board

presenting the song's vocabularies

and helps them to understand them.

He hands out the lyrics and plays

the song "I'm with you" by Avril

Lavigne twice or three times when

needed. As a while-listening activity

students should fill in the blanks

with the compound forms and the

teacher warn them about a broken

rule usage in the song. After they

finish it, they are invited to sing it

all together following the music

once again.

25

3

Wrap-up

Check what students learned about

the topic and about the song main

idea.

Enable students to interpret the

song by trying to find some about

the themes that may be in the song.

Teacher asks what they have

learned about the indefinite

pronouns.

Teachers starts asking what are

some of the main themes we may

find in the song.

8

59

4

Homework

Incite students to exercise what

they learned to get prepared for the

exam.


do the exercises on page number

121 to 123.

2

Class song activity to apply the indefinite pronouns, for vocabulary, listening,

reading and interpretation skills.


Student's name:

Teacher's name:

December 6th

, 2013

Fill in the blanks with some of the indefinite pronouns and its compound forms:

no (2x) , no one (1x), nothing (2x) , anyone (2x), anybody (1x), somebody (2x), somewhere (5x).

I'm With You (Avril Lavigne)

I'm standing on a bridge I'm waiting in the dark

I thought that you'd be here by now

There's ________ but the rain

________footsteps on the ground

I'm listening but there's ________sound


Won't ________come take me home?

It's a cold night






I'm with you

http://letras.mus.br/avril-lavigne/

60

I'm looking for a place

I'm searching for a face

Is ________ here I know?

Cause ________'s going right

And ________ is a mess

And ________ likes to be alone


Won't ________ come take me home?

It's a cold night






I'm with you

Yeah, Yeah, Oh...

why is everything so confusing

Maybe I'm just out of my mind

Yeah yeah yeah

Yeah yeah yeah

Yeah yeah yeah yeeeaaahhh

It's a cold night






I'm with you

I'm with you





I'm with you

I'm with you.





I'm with you

I'm with you.

61

EIGHTH CLASS REPORT

December 12th

, 2013

As most students were leaving school before 11:00 o’clock because of their other

classes which were ending earlier than usual, I decided to arrive earlier, so I arrived in the

school at 10:00 o’clock and went directly to the classroom to verify if there was anybody

there. When I entered the room, there were four girl students. I greeted them and I told we

should start that time so that they could be free to leave earlier. I asked them why they have

not come last class which I was very disappointed for their negligence; they answered

someone told them there would be no class that day as they took opportunity to run off earlier.

I was quite sure they would come that day for I thought I had motivated them about the song

we would work with.

But anyway, I started doing a brief review about the grammar content they have seen

and for my despair, they acted as if they did not remembered in spite of all the efforts and

elucidations I had done. I felt further frustrated about that, as if it were not enough but as I

started to evoke their memories it all started to be recognized again. I reminded them of the

rules for the indefinite pronoun usage and I started to show its compound forms on the board

eliciting them to understand how they are formed, what they mean and that they are applied

according to the same rules of the indefinite pronoun. I asked their homeworks and explained

that it will be graded; they told me they have not done it yet and asked me to hand in the next

class. That day there was just a girl who had not come last class and she came to ask me the

homework and the activity; I handed it out to her and begged her to bring it next class for it

will be part of their grade.

For the song activity I wrote the title on the board, I elicited them to understand it

and then I asked the words they expect to hear in the song. Since I elicited them to come into

the conclusion that the song addresses the fidelity and loyalty, they mentioned some words

like friendship, companionship and trust. I praised them for their craftiness in getting the idea

very fast and in predicting it with logic arguments. Then I started to write on the board the

song vocabulary as I made efforts to make them get the idea without translation.

62

Following the inductive approach, I elicited them to understand each main

vocabulary, they were very good at it for I had very few challenges to make them understand.

I helped them regarding the pronunciation as I read the lyrics in order to enable them to

understand what they were about to listen. I handed out the "I'm with you" lyrics and told

them that while they were listening to the song they should fill in the blanks with the words

they hear which were some of the compound forms indefinite pronouns we had just seen. I

explained to them about a broken rule usage that is in the song as they understood that in

songs it is normal to break syntax and grammar rules in order to keep the rhymes, timing and

harmony.

I played the song "I'm with you" by Avril Lavigne and students listened to it three

times and even so they had problems with filling it, probably because of the huge noise out

there; thus I had to read again the lyrics so that they could hear the missing pronouns as they

filled it. When they finished, I invited them to sing and when I played that again I could hear

just my own voice, they felt no self-confidence at singing it at all, all though they told me that

song was really beautiful which it seemed they were enjoying the class artistic atmosphere.

After that, I asked them of what they have understood about the compound form,

they told me it should be used as well as according to the indefinite pronoun rules they have

learned in the previous class. Then, I asked about the themes we can find in the song and we

discussed the fidelity and devotion that is necessary to keep any relationship going right, and

for homework, I asked them to do the exercise on page number 121 to 123.

Although the noise was so annoying, the class was also very productive because the

song motivated students to be engaged with the class. So, I just would have changed the noise

that was impeding for a better communication and it would have allowed them to hear the

words of the song. And as I struggle to perform the class just as I planned, always following

the class scheme in the agenda, I taught a great class even with all these obstacles within the

conditions I had.

63





Group: 2nd


NINTH LESSON PLAN

December 13th

, 2013

Timing: 50 minutes

Main Goal: By the end of the class, students will have practiced more the compound forms

of indefinite pronouns "someone, anything, somewhere, everything , everyone etc." and learn

new vocabulary and interpret themes using a song.

Skills: Listening, understanding (interpreting), reading and writing.

Topic: Compounds forms of the Indefinite pronouns: somewhere, anyone, somebody,

anything, everything, everywhere etc."

Prior knowledge: Students have learned how to apply the compound forms of indefinite

pronouns.

Materials: Board, bonbons box boot, computer, mini music boxes, music and lyrics.

64


1

Warm-up

Motivate students to participate and to

understand simple sentences in

English applying the compound forms

of the indefinite pronoun.

Give students more input about the

contexts and situations where we can

use the compound form of the

indefinite pronoun.

Enable students to formulate sentences

using the compound indefinite

pronoun.


students and begins to explain a

simple game they will play.

"Guess who is the famous" which

the teacher calls a student to be in

front of his/her classmates with

his/her back against the board

where the teacher writes the name

of a famous person, the teacher

gives just a single sentence

describing the person in English

using the compound indefinite

pronoun like: "She is a blond

woman born somewhere in Rio

Grande do Sul and she is someone

that usually works in programs for

children" etc. If he/she does not

understand it the teacher should

tell in Portuguese then.

The student without seeing the

written name has to understand

the clues and has only two

chances to get it right. If the

student guess it right he wins two

sweet-stuff, the other students just

answer yes/no. Each student will

be invited to participate and go in

front of the class.

15

65

2

Song activity

Listen to a song with the lyrics and fill

in the blanks in order to continue

practicing the topic already taught

"somewhere, someone, anything,

anyone, no one, somebody, nothing,

everything etc."

Work with new vocabulary and

activate words they may know.


Elicit students to have an idea about

the song by associating the words they

learned.

Catch students' attention and interest

in an artistic and creative way.

As the first pre-listening activity

he gives students the title of the

song and asks them to predict

words that they expect to hear.

Then the teacher writes on the

board presenting the song's

vocabularies and helps them to

understand some of them. He

hands out the lyrics and plays the

song "Somewhere I belong" by

Linking Park twice or three times

when needed. As a while-listening

stage students should fill in the

blanks with the compound. After

they finish it, they are invited to

sing it all together following the

music once again.

25

3

Wrap-up

Enable students to interpret the song

by trying to find some about the

themes that may be in the song.

Teacher starts asking what they

understood about the song idea.

8

4

Homework

Incite students to exercise what they

learned to get prepared for the exam.

Teacher advises them to study

those indefinite pronouns and its

compounds forms for the exam

and for homework he asks them to

answer questions 1 to 4 to page

number 130.

2

66

Class dynamic activity grounded on the Content-based instruction approach,

with informative real sentences of famous people to motivate and enable

students to use the indefinite compound pronoun inside a context allowing them

to learn how to apply.

"She is somebody really famous around the world and anybody who likes pop music

loves her for she is someone considered to be the queen of pop."

"He was the king of pop that everyone know around the world but there was

something about him people found strange for he never accepted his skin color."

"He is a Brazilian man, he does not know anything about art but everywhere he goes

he is known as the soccer man."

"He was the German Nazi leader and he would go anywhere to kill anybody who was

Jewish."

"There's nobody like her for she has 1.20 meters of legs, she was born somewhere in

Rio Grande do Sul and there isn't anyone who doesn't know her as a great Brazilian

top model."

"She is a blond Brazilian woman born somewhere in Rio Grande do Sul and she is

someone that usually works in programs for children."

67

Song class activity to apply the compound form of the indefinite pronoun for

vocabulary, listening, reading and interpretations skills.


Student's name:

Teacher's name:

December 13th

, 2013

Fill in the blanks with the compound forms of the indefinite pronouns:

nothing (5x) , something (6x), somewhere (6x) , everywhere (1x), everyone (1x),

anything (2x).

Somewhere I Belong (Linkin Park)

When this began I had _________ to say

And I get lost in the nothingness inside of me

(I was confused)

And I let it all out to find that

I'm not the only person with these things in mind

(Inside of me)

but all the vacancy the words revealed

Is the only real thing that I've got left to feel

(_________ to lose)

Just stuck, hollow and alone

And the fault is my own


I wanna heal, I wanna feel

What I thought was never real

I wanna let go off the pain I've held so long

(Erase all the pain till it's gone)


Like I'm close to _________ real.

I want to find _________ I've wanted all along

http://www.vagalume.com.br/linkin-park/

68

_________ I belong

And I've got _________ to say

I can't believe I didn't fall right down on my face

(I was confused)

looking _________ only to find that it's

Not the way I had imagined it all in my mind.

(So what am I)

What do I have but negativity

Cause I can't justify the way

_________ is looking at me

(_________ to lose)

_________ to gain, hollow and alone








Like I'm close to _________ real


_________ I belong

I will never know

Myself until I do this on my own

And I will never feel

_________ else until my wounds are healed

I will never be _________ 'til I break away from me

And I will break away

I'll find myself today






Like I'm close to _________ real


_________ I belong

I wanna heal, I wanna to feel like

I'm _________ I belong

I wanna heal, I want to feel like

I'm _________ I belong

_________ I belong

69

NINTH CLASS REPORT

December 13th

, 2013

I arrived in the school at about 10:00 o’clock and I went to the teacher’s room where

I saw a teacher who teaches there before me and I asked him since he had already taught there

if I could teach there earlier. He told there were few students and I should hurry up because

they were leaving. I went to the classroom straight away. However, when I entered the room,

there was nobody, so I decided to go after them around the school when I found a student who

had been in the class just in the first day for he considered himself already passed the year. I

asked him to come into the class and I asked about the others; he told me he would go to the

class and he went to call one of his classmate who was somewhere in the school. I went to the

classroom in order to wait for them to come in.

I started to clean the board and prepare the materials that I was about to use. When

they came in, they sat in front of me and I began to call the roll. I greeted them and I started to

show some of the compound forms on the board eliciting them to understand their meaning.

Then I explained about the game we were to play. With the ideas of the Content-based

instruction approach in mind, I wrote the name of the game "Guess who is the famous" on the

board and elicited them to understand the name. I asked who wanted to be the first to come to

the front of the class with his back against the board. A student volunteered himself and I

explained the game's dynamic by telling that since there were just two students in the class

they would have five chances to guess who the famous is and that if they get it right at the

first clue sentence, they would win five candies, and at each miss attempt, they would lose a

candy, so if they guess it right just in the last chance they would win just a candy and if they

miss all the chances they would win no candy.

When they saw the candies in the box, their eyes seemed to shine as they acted really

ardently to play the game. Then, longing for playful purposes with contextualization and

constructivist principles, I started the game by writing the name of a famous on the board

where just the other student could see it and I gave to the first volunteered student a paper

with the sentence written with the compound forms of the indefinite pronouns describing

attributes of the celebrities. I read the sentence and then I asked him to read it and with no

70

translation he should guess who it was. Since this first student rarely came to classes, he had

some difficulties at guessing it at first for he knew just three or four words of the sentence, but

I kept helping him by giving clues just in English until he finally got it right at the third time,

so he won just two candies at this first round. The second student is the one that is talented

with English and he got it at the first chance and he won five candies. We kept playing

rounding the two of them until the candies finished and I had to create another sentence clue

since all the ones I had done were already used. The talented student got many candies for he

was really able to interpret the sentences giving the answers right away.

They adored this game, but I do not know if it was for the cognitive purposes or

because of the candies. This game was really motivating since they truly made huge efforts to

improve their cognitive English schema which I could notice they started to recall every

English word they had inside their minds. Since this warm-up took too much time, I hurried to

start with the song I had planned. When I wrote the song’s name on the board, the talented

student became so happy for he said he already knew that and that he loved that song so

much. I answered: cool! Then I got it right! Thus, I elicited them to understand the song

meaning "Somewhere I belong", I helped them to pronounce it and I asked what are the words

they think they may find in the song. He told me it is probably about a guy who is constantly

searching for a place where he can feel better, where he finds a sense of belonging. I was

really amazed for he already knew the song idea.

The other student told us that he did not like Rock and Roll songs, when the talented

one who adores this genre, teasingly started to call his classmate a fag because he just enjoyed

pagode ones. I displayed the song vocabulary on the board eliciting them to understand the

meaning, then I handed the lyrics out and played the song as they started to fill it. Since they

were not sure if it was OK, I had to play it four times until they felt secure about it. I invited

them to sing it, just me and the one who likes that genre sang the song. In the end of the class,

I asked about the compound forms and the song main idea, they showed they were really fast

learners as they answered me properly. I advised them to study those indefinite pronouns and

its compounds forms for the exam. For homework, I asked them to answer questions 1 to 4 to

page number 130. This class was great as well, even if I had used the traditional behaviorism

model for I have motivated all the students to participate with external reward strategies, but it

worked anyway, even if apparently the real purpose of learning seemed as secondary goal.

71





Group: 2nd


TENTH LESSON PLAN (EXAM)

December 16th

, 2013

Timing: 50 minutes

Main Goal: By the end of the class, students will be tested through the exam to verify if the

goals were achieved .

Skills: Reading and writing.

Topics: Some, any, no/none and its compound forms.

Prior knowledge: Review of the indefinite pronouns Some, any and no/none and its

compound forms.

Materials: Exam paper


1

warm up

Greet students to make

them feel more

comfortable about the

expectations of the exam.

Make a brief and fast

review.

Teacher starts greeting them in a

friendly way trying to calm them and

then review very superficially the

exam content.

5

2

Handing out the

exam

Test students' knowledge

about all the contents

presented during the

classes.

Verify if students have

learned all the passed

content.

Put students to practice

Teacher organizes the class

separating students from each other

and asks them to keep their materials

under the desk allowing them to use

just the blue or black pen.

Then, he hands out the exam and

explains what they should do in order

to answer it properly, and if they

45

72

all that they have been

exposed throughout the

classes.

Check if the

methodologies applied

have been useful to that

group.

have any doubt, they should ask the

teacher.

The class should remain in silence to

help students to concentrate.

No crosstalk is allowed, but just

interrogate directly to the teacher if

there's any doubt.

Exam

School's name:

Student's name:

Teacher's name: Grade__________

Choose the correct answers

December 16th

, 2013

1. Teacher, do you have _____candy in the box?

Some ( ) Any ( ) No ( )

2. No, I have _____ .

None ( ) Any ( ) No ( )

3. No, I don't have _____candy in the box.

Some ( ) Any ( ) No ( )

4. Yes, I have _____candies in the box.

Any ( ) Some ( ) No ( )

5. Would you like _____?

73

Some ( ) Any ( ) No ( )

6. I'm so thirsty, can I have _____water please?

Any ( ) No ( ) Some ( )

7. I wanted to use the toilet but ___________ was in there already.

Someone ( ) Somewhere ( ) Nothing ( )

8. I know my keys are ___________ in the room. Have you seen them?

Somewhere ( ) Nobody ( ) Nothing ( )

9. I'm so bored. There isn't ___________ interesting to do here.

No one ( ) Nothing ( ) Anything ( )

10. Create a sentence with the indefinite pronoun "Some, any and no/none" and another

sentence with their compound forms "Someone, anyone, nothing, somewhere etc."

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

“Knowledge will bring you the opportunity to make a difference.”

― Claire Fagin

http://www.goodreads.com/author/show/346874.Claire_Fagin

74

TENTH CLASS REPORT (EXAM)

December 16th

, 2013

I arrived in the school at about 7:50 AM and I went to the teacher’s room where I

found some of my classmates there. We talked about the exams and so on; then I saw

Jefferson and we were instructed to apply the exam at the same room, but since his students

were already busy, we decided to apply it in our own classes. Hence, I entered in the

classroom at approximately 8:20 AM and there were almost all the students that have

appeared already in the class except for a student who had totally disappeared. Someone of

her colleagues told me she was dating outside the class and then I thought "Oh God! I know

she is already destined for the summer school exam, but at least she should have come for this

exam." I started to organize the class separating all the students and after that, I handed out

the exam.

I read everything explaining the procedures to answer it and they got started at about

8:30 AM. They were all very silent and I noticed that most of them who did not come to

classes had troubles with answering it. Some of them came to me to ask about the last

question which I explained again that they should create a sentence using the indefinite

pronoun some, any, no/none and another sentence with its compound forms. I had worked

with these pronouns always contextualizing them, bringing them through texts, songs,

sentences, dialogs and so on, but even so, they seemed to have problems with it. I started to

try to make them remember some songs’ name which had this pronoun when finally they all

remembered some of them.

The first one to leave, even though he used to come to class in the first days, but he

stopped coming when I began to teach this content, he had not done the activities which were

worth points, he handed the exam and I could see he was not successful in it. When I started

to correct it, I saw he had not studied it even if I have asked him to study through the slip of

paper with the grammar explanation and activities that I gave to him. He took a grade of 4.0,

yet when I analyzed his previous grade, I got surprised for he just needed two points to pass.

75

When all of them finished the exam, I started to correct it as I told them to wait that I would

give their grade and the final result soon.

The ones who did the activities throughout the class got better grades than the ones

who did not; and for those who did not, I measure the exam as if it was worth 10 points. I got

surprised by one student who just came on the first and on the last day, and even so, he took a

better grade than many who came regularly. When I asked him about it, he told me he had

studied through the slips of paper activity I gave him on the last class. Since I imagined that in

the following days students would not come, I decided to give their results and exams that

same day. When I finished the corrections, I started to tell their grades and I advised a student

who needs to do the final exam in the summer school that our next meeting would be on

January 6th

, 2014. I asked her to tell the absent student that she also needs to do this exam. I

thanked all of them, said goodbye and left the room.

I'm satisfied because most of them had passed the year, even the ones who never

came to my classes. For the one who took a good grade attending just one class with just one

activity, I'm happy too, for he has showed that he was an autodidactic student, learning

everything just following the written activity I gave him, which portrays the underpinnings of

the learner-centered and constructivism ideals that is the autonomy in the learning process. I

also realized that the two ones who were to do the final exam were the ones who had missed

previous units grades, so it was impossible for them to pass even if they took a ten grade.

76





Group: 2nd


ELEVENTH LESSON PLAN (FINAL EXAM REVIEW)

January 6th

, 2013

Timing: 50 minutes

Main Goal: By the end of the class, students will be able to remember and review some main

grammar topics they have learned throughout the whole units.

Skills: Reading.

Topics: The Simple future, Present perfect, Tag questions, Some, any, no/none.

Prior knowledge: Exam on Some, any and no/none and its compound forms.

Materials: Slips of paper with the four grammar topics to be reviewed and the board.


1

warm up

Greet students to make

them feel more

comfortable about the

expectations of the exam.

Let students aware about

the four grammar topics

will be in the final exam

and the day it will be.


friendly way trying to calm them if

by the way they are very anxious and

asks about their holiday.

Then he advices them to study for

the four topics and he shows the

pages of the book where they can

find all of the topics.

10

2

Reviewing the four

topics

Review and remind the

main rules of the four

grammar topics.

Resolve students doubts

about them.

Arouse interest in the

activities for they worth

Teacher hands out the slips of paper

with the reviewing activity telling

them that exercise would worth two

points so that they can be more

interested and starts reading it

conducting students to understand it

and when necessary he explains the

35

77

points.


what they reviewed

through exercises.

topics on the board.

In the explanations reviews and for

the final exam the teacher avoids

many details, just shows the main

rules for each topic in a superficial

approach.

He keeps reviewing the topics one by

one, following the paper and when

necessary he uses the board to

explain better.

After the review at each topic, the

teacher asks students to answer the

correspondent exercise helping them

when necessary.

After all that, teacher reads the

dialog and allows students to

understand the dialog and to find the

grammar topics inside the text and

then recognize its rules. After that, he

invites students to role-play this

dialog where all those grammar

topics are applied.

3

Wrap-up

Ensure if students have

learned and remembered

the topics.

Teacher asks for their doubts and if

they have any, he tries to clarify

them.

5

78

Review activity for the final exam

SIMPLE FUTURE

Formação: WILL + verbo no infinitivo sem a partícula TO

Use the Simple Future to complete the sentences.

a) _________ the teacher Pedro come to teach us again?

b) I think all the students ____________ pass the year.

c) We _________ (negative form) flunk this final exam.

d) When _________ you take time out of school?

e) ____________ you please study hard for this final English exam?

f) She probably___________ (negative form) disappoint the teacher in the English exam.

Forma afirmativa I will help you whenever you call me.

Forma negativa Water won't (will + not) disappear from Brazil.

Forma interrogativa When will we meet again? We will meet

someday.

Will we meet again?

Yes, we will. / No, we won't.

USO

* O Simple future é usado para expressar

ação, probabilidade ou previsão quanto a um

futuro mais distante e incerto.

I think we will never forget about our teacher

Mary.

* Fazer pedido. Will you please bring me your umbrella?

79

Present perfect

Formação: HAVE/HAS + Particípio passado do verbo principal.

Use the present perfect to complete the sentences.

a) Pedro _________ __________ (be) our teacher since the beginning of this unite.

b) We ________ already_________ (study) the indefinite pronoun Some, any, no/none.

c) We __________ not __________ (do) some homeworks Pedro asked us to do.

d) __________ Pedro already __________ (teach) before?

e) Daniele __________ already__________ (read) the book Bailarina fantástica.

f) Some students________ _________ (enjoy) learning English with the teacher Pedro.

Forma afirmativa I have been to England.

She has done the exercise.

Forma negativa I have not organized my house yet.

He has not prepared his class yet.

She has not told anyone.

Forma interrogativa Have you ever been to France?

Yes, I have. / No, I have not.

Has she gained any experience in her new

work? Yes, she has. / No, she has not.

Forma abreviada Have not = haven't

Has not = hasn't

USO

* O Present perfect é usado para indicar

ações que aconteceram em um passado

indefinido, que não se estabeleceu uma data

definida. Essas ações passam ideia de

continuação, uma ação que começou num

passado e continua ocorrendo até o presente

em que se fala.

I have studied English since I was a kid.

We have known each other for so long.

She has played tennis since I know her.

80

Tag questions

Formação: Verbo auxiliar / modal + pronome.

USO

Tag questions são pedidos de confirmação do que foi dito anteriormente em forma de

perguntas.

Use the Tag questions to complete the sentences.

a) Daniele isn't a good student, __________ she?

b) Students from the 2nd

A grade aren't that difficult to deal, _______ they?

c) Ícaro study English very hard, __________ he?

d) Daniele is coming to this final exam, __________she?

e) She didn't studied English very much this year, __________ she?

f) The final exam isn't that hard, __________ it, teacher?

* Para declaração afirmativa se usa Tag

question negativa.

The meeting is on Saturday, isn't it? (is not it)?

He meets her, doesn't he?

She is so beautiful, isn't she?

They are coming tomorrow, aren't they?

* Para declaração negativa se usa Tag

question afirmativa.

You just do not understand, do you?

She does not know him, does she?

They are not playing soccer, are they?

81

Some, any and no/none

USO

Use the indefinite pronoun some, any, no/none to complete the sentences.

a) ________ students have not been to _________ classes.

b) There's_________ reason to worry about the final exam, on the condition that we study

hard.

c) We have_________ good suggestions for you to study.

d) Do you have _______doubt about it? No, I have _________.

e) At _________ moment you will end up speaking English.

f) Would you like _________ English books to study?

Some (algum, alguns, alguma, algumas, um

pouco de)

* Com maior frequência é usado em frases

afirmativas, mas também em frases

interrogativas quando estas indicam oferta,

sugestão e convite ou quando se aguarda

uma resposta afirmativa.

I have some good friends.

I have some news for you.

Would you like some coffee?

Do you mind if I put on some music?

Any (algum, alguns, algumas, nenhum,

nenhuma)

* Geralmente é utilizado em frases

interrogativas e em frases negativas.

* Em frases afirmativas quando o sentido

de any for “qualquer”.

Do you have any question?

I don't know any famous person.

At any moment you will receive my letter.

No

* É usado em frases que não há outra

palavra de negação.

None

* Substitui o substantivo complemento do

verbo.

They have no solution for this problem.

Do you have any apple?

No, I have none.

82

Read the dialog between Lucie and John.

Lucie: Nicole will arrive tomorrow, won't she?

John: I think she won't come tomorrow but after tomorrow. She told me she has planned to

come for so long but it seems she is not interested to visit us, is she?

Lucie: Well, I think you're right! I have waited for her to come since I last saw her, but she is

always busy. I have even called some friends to commemorate her arrival.

John: Does she has any other friend in common with you besides me? Mary is also her friend,

isn't she?

Lucie: Yes, we have some friends in common. She knows Mary and Peter as well. By the

way, you don't know Peter, do you?

John: Yes, I do! I know Mary and Peter from the High School.

Lucie: But I have no idea how they have met. Maybe it was you who introduced her to them,

wasn't it?

John: No, it was not! I don't know who it was. Will Mary and Peter come tomorrow to wait

for her also?

Lucie: Yes, they will. I've invited all of them but I don't have any condition to host them, my

house is in a mess. Will you please host them for me?

John: Ok! No problem! They will stay at my house then. But where will you commemorate

their arrival?

Lucie: Well, since I have had no time to clean my house I thought about yours, we can

commemorate at you house, can't we? But I will help you, I will take some foods and drinks

for the party.

John: Alright then!

83

ELEVENTH CLASS REPORT (FINAL EXAM REVIEW)

January 6th

, 2014

I arrived in the school at about 8:00 o’clock AM, I went to the teacher’s room where

I found Andressa there and I asked her about the teacher Leli, she told me she was waiting for

her too. Since Leli was taking too long to arrive in the teacher room, I decided to ask some

other teacher about her, he told me she was in the office room. I went to the office room and

then I found the teacher Leli with Rafaela who was still putting students' grades in the class

diary. Then, I asked her if my students had come that day, she asked me to go there and verify

as I went to my classroom. When I entered the class, there were many noisy students from

Jefferson’s class, in the middle of them I saw just a student of mine, another student was

missing and someone told me she was out of the class.

I called the only one student to get closer as I sat near her and asked about the absent

student as she confirmed she was outside. Then I said I would not wait for her as I started the

review just with her. Jefferson's students were making much noise and then politely I asked

them to leave the room because of their noise and they obeyed me leaving us in silence. I told

her to take note of the grammar topics with the corresponding pages in the book; I handed out

the review activity and I started reviewing each one of the four topic, eliciting her to remind

them as I had all her emergent doubts cleared up. I realized that in an exclusive direct relation

to just a single student, they usually feel more comfortable to ask about their doubts and they

participate more, engage more, we perceive their doubts and thus they learn much more.

As she had some more doubts about Tag questions, I helped her to understand its

usage, which for affirmative sentences, negative tag questions, and for negative sentence,

affirmative tag questions. I elicited her to realize that we have to use the same auxiliary verb

of the sentence with the same verb tense, if the first sentence start with the auxiliary verb to

be, the tag questions should also use the verb to be and so on. In the middle of the class, at

about 9:10 AM, the other student entered the room as I looked at her seriously, but I called

her to get closer to us. She came and I asked her to wait until I finish the review with the

student.

84

I reviewed everything with the first student and I read the dialog with her, then she

left the room. As for this late student, I explained her that since she had arrived very late, I

would be very fast with her. I handed out the activity and I started reviewing each one of the

topics but in a very brief way, fortunately she showed to have some domain in the topics I

was presenting. I asked her to study hard and I told the pages in the book for her to study

those topics as well. Then I asked her to read the dialog, she read it with my direction helping

her to understand and to realize the grammar topic usage and then we left the room at about

10:30 AM. Although the time was very short to review four grammar topics, I was very

practical and objective with taking this little time to review everything and students

contributed for they have reminded and clarified their doubts in a short time.





Group: 2nd


TWELTH AND LAST LESSON PLAN (FINAL EXAM)

January 10th

, 2014

Timing: 50 minutes

Main Goal: By the end of the class, students will be tested through the exam to verify if the

goals were achieved .

Skills: Reading and writing.

Topics: The Simple future, Present perfect, Tag questions, Some, any, no/none.

Prior knowledge: Review of some of the grammar topics of all the units: Simple future,

Present perfect, Tag questions, Some, any, no/none.

Materials: Exam paper

85


1

warm up

Greet students to make them

feel more comfortable about

the expectations of the final

exam.


friendly way trying to calm them.

5

2

Handing out the

exam

Test students' knowledge

about all the contents

presented during the classes.

Verify if students have

learned some of the

grammar topics taught

throughout the whole year.


some contents that they

have been exposed

throughout the classes.

Check if the methodologies

applied have been useful to

that group.

Teacher organizes the class

separating students from each other

and asks them to keep their materials

under the desk allowing them to use

just the blue or black pen.

He hands out the exam and explains

about the procedures to answer it and

if they have any doubt, they should

ask the teacher.

The class should remain in silence to

help students to concentrate.

No crosstalk is allowed, but just

interrogate directly to the teacher if

there's any doubt.

45

FINAL EXAM TO REVIEW FOUR TOPICS FROM THE WHOLE UNITS

School's name:

Student's name:

Teacher's name: Grade__________

Read the dialog between Lucie and John.

January 10th

, 2014

Lucie: Nicole will arrive tomorrow, won't she?

John: I think she won't come tomorrow but after tomorrow. She told me she has planned to

come for so long but it seems she is not interested to visit us, is she?

86

Lucie: Well, I think you're right! I have waited for her to come since I last saw her, but she is

always busy. I have even called some friends to commemorate her arrival.

John: Does she has any other friend in common with you besides me? Mary is also her friend,

isn't she?

Lucie: Yes, we have some friends in common. She knows Mary and Peter as well. By the

way, you don't know Peter, do you?

John: Yes, I do! I know Mary and Peter.

Lucie: But I have no idea how they have met. Maybe it was you who introduced her to them,

wasn't it?

John: No, it was not! I don't know who it was. Will Mary and Peter come tomorrow to wait

for her also?

Lucie: Yes, they will. I've invited all of them but I don't have any condition to host them, my

house is in a mess. Will you please host them for me?

John: Ok! No problem! They will stay at my house then. But where will you commemorate

their arrival?

Lucie: Well, since I have had no time to clean my house I thought about yours, we can

commemorate at you house, can't we? But I will help you, I will take some foods and drinks

for the party.

John: Alright then!

According to the dialog select true or false in the questions below.

1) Lucie and John are not waiting for Nicole.

( ) True ( ) False

2) Lucie has called some friends to commemorate Nicole's arrival.

( ) True ( ) False

3) John knows Mary and Peter as well.

( ) True ( ) False

4) They won't commemorate at John's house.

( ) True ( ) False

87

Choose the correct Simple Future (will/won't + infinitivo sem to).

5) ____________ you ____________ (pass) this exam?

Will/passed ( ) Will/pass ( ) Won't/pass ( )

6) Our teacher Leli ____________ ____________ (come) next class.

Won't/come ( ) Come/will ( ) Will/come ( )

7) After the final exam, students _________ __________(negativa - need) to study for this

unite.

Won't/need ( ) Will/need ( ) Will/needed ( )

8) Where _________ you _________ (spend) your vacation?

Will/spend ( ) Will/spent ( ) Won't/spend ( )

Choose the correct present perfect (have/has + particípio passado do verbo).

9) We __________ __________ (learn) English since the beginning of this year.

Has/learned ( ) Had/learned ( ) Have/learned ( )

10) __________ you ever __________ (think) about the benefits of learning English?

Had/thought ( ) Has/thought ( ) Have/thought ( )

11) She __________ not __________ (finish) her homework yet.

Has/finished ( ) Have/finished ( ) Had/finished ( )

12) How long __________ he ___________ (study) English?

Has/studied ( ) Have/studied ( ) Had/studied ( )

88

Choose the correct Tag questions to complete the sentences.

13) Daniele was studying English, __________?

wasn't she ( ) was she ( ) isn't she ( )

14) They aren't good at English, __________?

aren't they ( ) are they ( ) doesn't they ( )

15) The student Ícaro can speak English, __________ ?

can he ( ) doesn't he ( ) can't he ( )

16) Marcelo doesn't study a lot, __________?

does he ( ) doesn't he ( ) isn't he ( )

Choose the indefinite pronoun some, any, no/none to complete the sentences.

17) Marcelo hasn't done _________activity during the classes.

some ( ) no ( ) any ( )

18) There's_________ obstacle for you to pass grade, you just have to study.

any ( ) no ( ) some ( )

19) I have_______ good grammar books for you to study English. Would you like _____?

(Marque apenas uma)

some ( ) none ( ) any ( )

20) Do you have _______ doubt you would like to ask me? No, I have _________.

any ( ) some ( ) none ( ) (Marque duas)

"New Year’s most glorious light is sweet hope!”

― Mehmet Murat ildan

http://www.goodreads.com/author/show/3164882.Mehmet_Murat_ildan

89

TWELTH AND LAST CLASS REPORT (FINAL EXAM)

January 10th

, 2014

I arrived in the school at 7:40 but I could apply the exam just at 8:20 because

Jefferson needed to make copies of the exam. So, I entered the classroom and the two girls

were already there waiting for me; I greeted and organized them and explained the procedures

to answer the exam. We started the exam at 8:25 AM. For the text interpretation, I told them

that if they did not understand the sentences in English, they could ask me to translate it, as I

did with most of them, but the text I was not supposed to translate for I had already asked

them to read it previously. They told me the text was very hard to understand as they had read

it at home, but I imagined that it would be viable because, at home, they were free to resort to

many resources to understand that text.

The class remained in silence for a while but occasionally a student used to inquire

me about the personal pronoun as she was confusing all of them; she thought "she, he and it"

were first person and "I" was third person, but I explained her several times for she was

asking me repeatedly about that. But finally she silenced and the class got back to peace. They

finished the exam at 8:50 and I told them that I could not give the results that day, because

they should come again next week for their teacher Leli would give their results. Alone in the

room, I corrected the exams and I was really satisfied with the results, they were very good

with text interpretation and a student surprised me amazingly for she demonstrated my

methodology had worked well and also because she has shown that she studied hard and

learned everything, she got 9.0 and the other one got 7.25. I am very glad with the final

results.

90

CONCLUDING THOUGHTS

In these two semesters of Estágio I and II, we have been regarding the importance to

teach learner-centered classes, which was constantly stressed not just by the Professor

Fernanda Mota as also by all the authors mentioned in this final report. As they claim that the

aim of education is the students, thus, teachers have to be aware that the classes should be

prepared for them. Teachers should center on the students’ needs, motivations and interests,

not on their own personal ones.

In his book The Second Language Teaching & Learning, Approaches, David Nunan

put into words some of his definitions about the traditional model (behaviorism) and the

experiential model (constructivism), in which behaviorism works only with the transmission

of knowledge giving the absolute authority to the educator engendering a passive role to

learners and so, it is totally teacher-centered. While in a constructivist viewpoint, the teacher

is a facilitator in the students' learning process; he is directed to take into consideration

students’ needs where he cares about helping learners to develop their autonomy enabling

them to participate and transform their knowledge, generating competent students to achieve

the success in his learning skills, self-inquiry, social and communication skills, and thus, it is

entirely learner-centered.

David Nunan also tackles the deductive and the inductive approaches, in which, the

deductive one is quite similar to the behaviorist point of view, with respect to the approach

more centered on the teacher’s shoulders and to its traditional way to pass the knowledge

without any autonomous ideology. Whereas the inductive one resembles to the constructivist

perspective for it focuses on students’ skills and needs, where they are taken to learn through

observation and inferences, and therefore, directing the responsibility of the learning process

more to the students.

From all the theories that I have seen throughout this course following Fernanda

Mota’s advices and instructions trying to put it all into practice in the period of teaching

practice at the public school Henriqueta Martins Catharino, I have to confess that even though

it was a very short period of time for us to experiment as teachers, to apply everything that we

91

have been taught and for not having had any experience in teaching previously, I could feel

that I was able to overcome all the anxieties that crashed me and that with much of dedication

and great efforts, I could prepare excellent classes and perform them successfully within my

conditions. And in spite of many obstacles I had to face with students' dropouts, absenteeism

and lack of assiduity, I could surpass all of them, resorting to flexibility in order to

accommodate and adapt the contents so that students could be able to follow them.

In this teaching experience, I also learned how to reconcile approaches, methods and

skills, where I could teach students the grammar contents as well as using the language with

the function of communication. I also made great effort to teach the four language abilities:

Listening, Speaking, Reading and Writing, and besides all that, I had to refer to my pedagogic

creativity which helped me a lot to teach more interesting, ludic and creative classes appealing

to students’ attention which allowed the classes to be more learner-centered reinforcing the

principles of the constructivism.

I should admit that I have much more to learn as a teacher day after day and that it

was a very short time for us to develop all that, but even so, it was a very profitable and

efficient experience for me to widen the perspective about education, to develop my teaching

skills and to learn about teachers’ duty and position. I should say that I am quite happy to

discover that I could be able to overcome all the barriers that teachers unexpectedly may face

in their teaching progression concerning the hard public school system, so, having a feeling of

accomplishment for having fulfilled the duty. The expectations that frustrated me were

because of some students who ignored to attend classes, the ones who neglected the

importance to learn English and because of their lack of assiduity and declining school

attendance. As for the rest, it was a really fruitful and enriching experience.

92

ANNOTATED REFERENCES

RICHARDS, Jack C.; RODGERS, Theodore S. Approaches and Methods in Language

Teaching. 2 ed. Cambridge University Press: Cambridge, 2001.

The two authors Richards and Rodgers portray the distinctions between approach,

method and technique, and they describe all the historical backgrounds of each method.

FINNEY, Denise. The ELT Curriculum: A flexible model for a changing world. In:

RICHARDS, Jack C.; RENANDYA. Willy A. (ed). Methodology in language teaching: an

anthology of current practice. New York: Cambridge, 2010, p. 69-79.

The author approaches the models of curriculum and focuses mainly on the

constructivism principles, where the classes must be learner-centered for students’ autonomy

and focus on the function of the communication.

NUNAN, David. Learner-Centered English Language Education: The selected works of

David Nunan. Routledge first Publisher, 2013.

Nunan in this book defends that the function of education is to enable students to

learn and so, the learner-centered principles are highly supported and described in this work.

NUNAN, David. The Conceptual Basis of Second Language Teaching and Learning. In:

______. Second language teaching and learning. Boston: Heinle & Heinle Publishers, 1999,

p. 3-37.

This text brings the distinction between a humanistic tradition (behaviorism) and the

experiential model (constructivism) in which students should be the center of the class.

WILHELM, Hughes K. No Books and 150 Students? Macao: ETF. 2006, volume 44, number

3, p. 22-31.

Based on his own experience teaching in Malaysia, the author demonstrates that it is

possible to teach efficient classes even when there are not enough resources.

93

LEWIS, Marilyn. Classroom management. In: RICHARDS, Jack C.; RENANDYA, Willy A.

(ed). Methodology in language teaching: an anthology of current practice. New York:

Cambridge, 2010, p. 40-47.

Lewis tackles the possibilities of the management in classroom and portrays also two

kind of motivations the intrinsic and the extrinsic one. The first one is the natural motivation

of the learner while the extrinsic one is the motivation provoked by the teacher.

KUMARAVADIVELU, B. Toward a Postmethod Pedagogy. TESOL Quarterly. Vol. 35, No.

4. 2001.

The author discusses the three operating principles of the Postmethod condition

signalizing the weak points about authenticity, acceptability and adaptability in CLT.

FREEMAN, Diane Larsen. Techniques and principles in language teaching. 2 ed. Oxford

University Press: Oxford, 2000.

The author argues that the actions are the techniques and the thoughts are the

principles and describes the most important methods used in language teaching.

Farrell, T.S.C. & Martin, S. (2009). To Teach Standard English or World Englishes? A

Balanced Approach to Instruction. English Teaching Forum, 47, 2, 1-5.

The authors discuss about the differences of the English language around the world,

he argues that there is not the ideal English but rather many cultural and linguistic diversity

that should be respected as well.

FREEDOM writers. Director and Screenplay: LAGRAVENESE, Richard. Producer:

DEVITO, Danny. United States: Paramount Pictures, 2007. DVD. (122 min.) . Color. Sound.

This movie displays an ideal teacher according to the constructivist and the PCN

assumptions, in which she contributed to show that the craft of teaching goes beyond the

curriculum contents where the teacher acted as a transformer of students' perspectives and

lives for better.

94

____, National Curriculum Parameters – Secondary Education. Available at:

<http://portal.mec.gov.br/seb/arquivos/pdf/pcning.pdf>.ww.englisch-hifen.de accessed on

July 25th

2013.

This book brings revolutionary and humanizing concepts for the education, as the

education is conceived as a means for transformation since students should be prepared not

just for the academic field but they should also be prepared to find their places in real life.

____, Song lyrics: Somewhere over the rainbow (Norah Jones). Available in:

<http://www.metrolyrics.com/somewhere-over-the-rainbow-lyrics-norah-jones.html/>

Accessed on November 25th

2013.

____, Song lyrics: I'm with you (Avril Lavigne). Available in: <http://letras.mus.br/avril-

lavigne/63241/> Accessed on December 9th

2013.

____, Song lyrics: Somewhere I belong (Linkin Park). Available in:

<http://songmeanings.com/songs/view/3530822107858484668/> Accessed on December 10th

2013.

____, O uso de some e any. Available in:

<ttp://www.mundovestibular.com.br/articles/823/1/O-USO-DE-SOME-E-

ANY/Paacutegina1.html> Accessed on November 28th

2013.

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APPENDIX

Final report

Education

Transcript of Final report