Tema da Aula Digital I am a teacher. DisciplinaAnoAula número Inglês6°04 AULA DIGITAL Produtor:...

Tema da Aula Digital

I am a teacher.

Disciplina Ano Aula número

Inglês 6° 04

AULA DIGITAL AULA DIGITAL

Produtor: Mario Sergio Mangabeira Junior Revisor: Edwiges Rego

Coordenador: Dayse Alves Barbosa

Competências e Habilidades envolvidas

1. To understand and use vocabulary related to the topics of the lesson.

2. To give and ask information about occupations

3. To identify and use numbers 21-60

4. To recycle the alphabet and nationalities

5. To recycle the use of the affirmative, interrogative and negative forms of the verb to be.

6. To pronounce words and expressions presented or recycled throughout the lesson.

http://www.eslflow.com/jobsandtimelessonplans.htmlhttp://www.ehow.com/how_7862387_teach-english-activities-occupations-children.html

PARÂMETROS DIDÁTICOSPARÂMETROS DIDÁTICOS

http://www.eslflow.com/jobsandtimelessonplans.html

http://www.ehow.com/how_7862387_teach-english-activities-occupations-children.html

Orientações práticas de aplicação dessa atividade

The activity aims at recollecting the previous lesson. Ask students to answer the

questions according to the pictures. It can be done in pairs. Call their attention to the

use of the pronouns and the verb “ to be” when asking and answering questions.

( How is he/she – How are they?) ( They are______ / He is _________ / She is

________) Choose some students to model the task.

Activity 1: Connecting

Tempo de duração da atividade: 5 minutes.

Organização da sala de aula: Individually or in pairs

Activity 1: ConnectingLet’s remember last class?

How are they feeling?

https://docs.google.com/file/d/0B03FBECoT4BsWjNtVy1jeUxzMTQ/edit


Students are supposed to watch a video presenting a song about occupations. Focus

on the visual input to raise hypothesis about the context which underlies the whole

lesson. Students can start inferring the meaning of the question “ What do you want

to be in the future?” by analyzing the images. The staccato rhythm of the song

somehow affects connected speech, specially when ‘an' appears in a sentence. In

act.07 ,other samples are provided so that students can get used to connected

speech . Make sure Ss understand the question Give them up to one minute to

answer in pairs. Elicit some answers at random. Then click to check answers.

Activity 2: Presentation

Tempo de duração da atividade: 03 minutes

Organização da sala de aula: Pairs/trios.

Activity 2: Presentation

• Click me and watch the video.

• Answer the questions with your

friend:

“What’s the video about?”

http://www.tubechop.com/watch/862622

https://docs.google.com/file/d/0B03FBECoT4BsU1czME5MMHhuS0k/edit


This step aims at making them familiar with some occupations that are cognates or

common words in English. Have them answer the questions. Since they may have

troubles with pronunciation, encourage them to check an online dictionary.

Activity 3: Challenge Question


Organização da sala de aula: At T’s discretion.

Orientações sobre a utilização dos objetos de aprendizagem

.

Activity 3: Challenge question.

What are their occupation?

http://translate.google.com.br/?hl=pt-BR&tab=wT


Students should select the most interesting occupations in their opinion. Read the options

and make them repeat, poiting out the use of articles a/an.

Activity 4: The top 10 most interesting occupations

Tempo de duração da atividade: 5 minutes.

Organização da sala de aula: Individual Work.


Activity 4: The top 10 most interesting occupations.

What’s your opinion?Number these occupations form 1 to 10.

1 = 10 =

[ ] an austronaut

[ ] a photographer

[ ] a nurse

[ ] an English Teacher

[ ] a musician

[ ] a judge

[ ] a scientist

[ ] a chef

[ ] a doctor

[ ] a truck driver


The questions in the following quiz check sts’ knowledge of the use of

vocabulary related to occupations.


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


Organização da sala de aula: Individual work


1) The teacher is asking

a) “ How old are you?”

b) “What do you want to be?”

c) “ Where are you from?”

d) “What’s your name?”

I want to be an architect

a) Incorrect. We use this question to ask a person’s age.

a) That’s correct! We use this question to ask about a future occupation.

a) That’s not right. We use this question to ask someone their nationality.

a) Wrong answer… We use this question to ask people’s names.



According to the picture, the girl wants to be a

a) doctor

b) nurse

c) teacher

d) chef

2


In the future, I want to be a__________

a) Wrong! According to the picture, she likes to cook.

b) Oh-oh. According to the picture, she likes to cook.

c) That’s not right. According to the picture, she likes to cook

d) Excellent! According to the picture, she likes to cook. So, she wants to be a chef.


They are

a)teachers.

b)doctors.

c)drivers.

d)chefs.


a) Sorry. They aren’t teachers.

a) That’s right! They are doctors.

a) Wrong answer. They aren’t drivers.

a) Oh-oh. They aren’t chefs.



Ask the students to watch the video “What do yo want to be in the future?”,

Act 02. Encourage them to repeat the song after each occupation. Focus on

the structure “ I want to be___________” . After ir, make them read what the

children are saying . Then, they should answer the question .

Activity 6: Moment of Reflection

Tempo de duração da atividade: 5 minutesOrganização da sala de aula: Whole-class interaction

Activity 6: Moment of Reflection.

I want to be a doctor I want to be a teacher.

What do you want to be?

I want to be __________

Orientações práticas de aplicação dessa atividadeStudents are supposed to review some occupations presented on the book I-ED1,

page 21. Click on the link to watch the video with your stds. It is recommended to

play the video at least three times. Encourage the to watch the video and

listen/repeat the items. Call their attention to the use of the words job/occupation.

Activity 7 : The alphabet


Activity 7: Learning more about occupations

Publicidade

What’s your occupation?

I’m a soccer player I’m a singer

I’m an actor

Click here and learn more!


The activity aims at working with reading skills. Students are supposed to

grasp the whole information given by each character and , based on

cognates, guess the corresponding occupations. This activity can be done in

pairs. First , read the sentences out loud and ask them to repeat. Give

students some time to read the sentences and give the answers.

Activity 8: Guessing Game.


Activity 8: Guessing game!

Publicidade

What’s his occupation?What’s her occupation?

Read the definitions and answer the questions.

I teach English at schools.

I work at hospitals. I cook at a famous

restaurant.

I sing at nightclubs.

https://docs.google.com/file/d/0B03FBECoT4Bsbnp6a1dwcFZ3aFk/edit


Th activity aims to practice the use of the verb to be in

interrogative,affirmative and negative forms.Students are supposed to

perform the oral activity in pairs.

Make them read the dialogue and select volunteers to model it.

Ask them to click on the link to practise. Each member of the pair alternates

between asking & answeringChoose some pairs to present it to the class.

Activity 9: Oral Task

Tempo de duração da atividade: 15 minutesOrganização da sala de aula: Pair Work

Activity 9 :Oral TaskWith a partner, follow the model and talk.

Paulo Coelho – an actor

Is Paulo Coelho an actor?

No, he isn’t. He’s an author

Isis Valverde – a singer /actress

Is Isis Valverde a singer or an actress?

She’s an actress

https://docs.google.com/file/d/0B03FBECoT4BsZHNaZVFaaGpLVzA/edit


The questions in the following quiz check sts’ knowledge of the use of vocabulary

related to occupations


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

Tempo de duração da atividade: 05 minutesOrganização da sala de aula: Individual work

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

1) The correct sequence according to the occupations is...

A- ( ) 1 – an architect 2 – a truck driver 3 – a tennis player

B- ( ) 1 – a teacher 2 – a race car driver 3 – a soccer player

C- ( ) 1 – an architect 2 – a race car driver 3 – a tennis player

D- ( ) 1 – a doctor 2 – a truck driver 3 – a tennis player

[ 1 ] [ 2 ] [ 3 ]

a) Almost. Numbers 1 and 3 are correct, but number 2 isn't truck a dirver, but a race car driver.

b) Ops! Try again! Numbers 1 and 3 are incorrect. Number 1 is an

architect and number 3 is a tennis player.

c) Excellent! Number 1 an architect , number 2 a race car driver and

number 3 a tennis player.

a) Oh-oh. Only number 3 is correct; number 1 isn't a doctor and number 2 isn't a truck driver...


Complete the dialogue:

A- ( ) “Where are you from?”

B- ( ) “What’s your job?”

C- ( ) “What’s your name?”

D- ( ) “How old are you?”

I’m a scientist.

A. Ops! Try again! It is used to ask about nationaties.

B. Great job! That’s correct.This is the correct question to ask abou

occupations.

C. Ops! Try again! It is used to ask people’s name.

D. Ops! Try again! It is used to ask about age.


Alan is

A- ( ) a doctor

B- ( ) an actor

C- ( ) a model

D- ( ) an architect

Watch and answer:

http://www.tubechop.com/watch/862993

A. Ops! Try again! He is not a doctor

B. Great job! That’s correct. He’s an actor

C. Ops! Try again! He’s not a model.

D. Ops! Try again! He’s not an architect.

JK Rowling is a British novelist, best known as the author of the Harry

Potter fantasy series. The Potter books have gained worldwide attention,

won multiple awards, and sold more than 400 million copies.


Adapted from: http://migre.me/cV7LM

The text is about...

A- ( ) a doctor

B- ( ) a singer

C- ( ) an actress.

D- ( ) a writer.

A. Ops! Try again! The text is not about a doctor.

B. Ops! Try again! The text is not abou a singer.

C. Ops! Try again! The text is not about an actress.

D. Great job! That’s correct.JK Rowling is a writer.

Orientações práticas de aplicação dessa atividadeThis listening activity aims at reviewing alphabet and spelling. Students are supposed to listen

five words spelled by a voice-over. Then, the should write the corresponding word on their

notebooks . If it’s necessary, there’s a link for reviewing the alphabet.


Activity 11: How do you spell...

Tempo de duração da atividade: 5 minutesOrganização da sala de aula: Whole- class interaction

Activity 11 :How do you spell...?

Click on the image and listen to

some people spelling 5 words.

Then write down on you notebook.Listen & Write

MODEL

A-C-T-O-R

1) actor

Click to review the alphabet

Orientações práticas de aplicação dessTha atividadeThis activity introduces numbers from 21 to 60. Let students watch the presentation

on the link. Then, they are supposed to watch a short interview and find out how old

Max is. To enhance the activity, ask the students about their relatives’ age. They

might have studied some family members in the 5th year. To recall these words, you

can draw a very simple family tree and ask: How old is your

mother/father/brother/sister? Call their attention to the use of the correct pronouns .

( He is____ / She is____).

Activity 12: How old...?

Tempo de duração da atividade: 10 minutesOrganização da sala de aula: At teacher’s discretion

Activity 12: How old...?

Click on me, watch the video and

answer the question.

Max is

[ a ] 35 ( thirty-five)

[ b ] 55 (fifty-five)

[ c ] 65 (sixty –five)

First, click and practice

TheClick the link and play a memory game with students.Make sure Ss know how to play

it. Be careful so as not to be carried away by the game spirit. As a suggestion, you

can ask one student at a time to come to the front and try to find the matches.You can

also divide the group in two teams and keep the score. Ask one volunteer from each

group at a time. The group with most more correct matches wins.

Activity 13.1 : Play Time!


Activity 13.1 : Play Time!

Publicidade

Click me for a memory

game online!

TheEncourage students to work in pairs. They should follow the model in order to perform

the oral task. Help with pronunciation and spelling.

Activity 13.2: Pair Work

Tempo de duração da atividade: 10 minutesOrganização da sala de aula: Pair Work

Activity 13.2:Pair Work

Publicidade

Follow the model

S1

S2

What’s Lucy’s job?

She is a chef.

LUCY /34

S1

S2

Where is she from?

She’s from Brazil.

S1

S2

How old is she?

She is 34.

Orientações práticas de aplicação dessa atividadeThe questions in the following quiz check students ability of using vocabulary and

structures to talk about occupations, nationalities . In addition, it also tests the use of

numbers 21-60.


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

Tempo de duração da atividade: 08 minutesOrganização da sala de aula: Individual work

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

The woman is asking the the girl

A- ( ) “What’s your job?”B- ( ) “How old is she?”C- ( ) “What’s your name?”D- ( ) “Where are you from?”

Watch and answer:

A. Great job! That’s correct.

B. Ops! Try again! She’s not informing her age.

C. Ops! Ops! Try again! She’s not informing her name.

D. Wrong! She’s not informing her nationality.


The woman is asking

A- ( ) “ Are you a model?”

B- ( ) “Is he a model?”

C- ( ) “Is she a model?”

D- ( ) “Are they models?”

Yes, I am.

A. Ops! Try again! The woman should ask if she is a model.

B. Ops! Ops! Try again! The woman should ask if she is a model.

C. Great job! That’s correct. “What’s her job?” is a correct way to ask about her

occupation.

D. Ops! Ops! Try again! The woman should ask if she is a model.


According to Beyoncé’s fact file,

A- ( ) she is twenty –two.

B- ( ) she is thirty-two.

C- ( ) she is forty-two.

D- ( ) she is sixty-two.

NAME: Beyoncé Knowles

OCCUPATION: Film Actress, Singer

BIRTH DATE: September 04, 1981

PLACE OF BIRTH: Houston, Texas

A. Ops! Try again! She’s not 21 ( twenty-two).

B. Great job! That’s correct. She is 31(thirty-two)

C. Ops! Try again! She is not 41( forty – two)

D. Ops! Try again! She is not 61( sixty –one)

Activity 14.4 : Educoquiz 3 – What else have you learned?

What can you say about sashimi?

A- ( ) It’s Brazilian.

B- ( ) It’s American.

C- ( ) It’s Mexican.

D- ( ) It’s Japanese.

A. Wrong! It’s not from Brazil.

B. Ops! It’s not from the U.S.A

C. Ops! Try again! It’s not from Mexico.

D. Great job! That’s correct.It’s from Japan. It’s Japanese.

Activity 14.5 : Educoquiz 3 – What else have you learned?

Ivete Sangalo is

A- ( ) twenty-one.

B- ( ) thirty-one.

C- ( ) forty-one.

D- ( ) fifty-one.

Ivete Sangalo - 41

A. Wrong! She’s not 21(twenty-one).

B. Ops! Try again! She’s not 31( thirty-one)

C. Great job! That’s correct. She’s 41 (forty-one).

D. Ops! Try again! She’s not 57 ( fifty-one)


Pick up a few students and ask who there are going to interview.

Ask personal information like complete name, age, nationality and why they like

him/her. Tell them to check the link of a set of possible questions to be used. As a

suggestion, ask them to record the interview. Alternatively, they can produce paper

posters. As students will need to look up for information, ask students to produce it at

home and in pairs or small groups of no more than 4 students.

Don’t forget to review their project before they present it to their classmates in class.

Activity 15: You are being challenged

Tempo de duração da atividade: 30 minutesOrganização da sala de aula: In groups

Choose a person (a teacher, a school diretor, one of your

parents). Follow the example and interview them.

You can record the interview or make a poster to present the

information they give.

Activity 15: You are being challenged

It’s time for an interview!

CLICK HERE


Tell sts to recall some words/expressions/examples related to the lesson and write

them down in their notebook. Then let them answer the questions and assess their

development/knowledge/performance. Finally, if necessary, elicit or give examples to

clarify/reinforce the target language/functions and provide a remedial task (sts may as

well redo some activities of this lesson or review some parts from the previous

lessons).

.

Activity 16: Building up a summary

Tempo de duração da atividade:Organização da sala de aula: In groups

Activity 16: Building a summary

What have you learned in this lesson?

In your notebook, jot down some words/expressions related to the lesson.

Now check the things you’ve learned or not in the table below.

I’ve learned or revised yes not yet no

vocabulary on occupations.

numbers 21-60 to say people’s age.

the alphabet to spell names.

vocabulary on nationalities


At the end of the lesson, try to foster students’ feelings of achievement. To round-up

the lesson, highlight what students can now do with the language.

Activity 17: Educosynthesis

Tempo de duração da atividade:Organização da sala de aula:

Activity 17: Educosynthesis

In this lesson, you learned how to ask

and give information about occupations .

In addition, you learned the alphabet,

numbers 21-60 and revised the alphabet

and vocabulary on nationalities.

.


Try to raise your students’ interest/curiousity about the topic that will be discussed

next class.

Activity 18: Next class

Tempo de duração da atividade:Organização da sala de aula:

Activity 18: Next class...

You’ll learn how to talk about time!

GOING FURTHERSugestões de jogos ou de outras atividades que extrapolem o

conteúdo digitalhttp://www.eslgamesworld.com/members/games/vocabulary/memoryaudio/common%20jobs/index.html

HOMEWORKSugestões de exercícios ou atividades práticas que complementem o

entendimento do tema

http://eslgamesworld.com/members/games/vocabulary/memoryaudio/common%20jobs/

index.html

Tema da Aula Digital I am a teacher. DisciplinaAnoAula número Inglês6°04 AULA DIGITAL Produtor:...

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