152 ESCOLA SECUNDÁRIA MANUEL CARGALEIRO

Mestrado em Ensino de Inglês e Espanhol 9th Grade

Professora cooperante: Dra. Ana Sofia Almeida Level 5 Mestranda: Susana Rocha Relvas

Ano lectivo: 2009/2010

9th December 2009

LESSON nº8 LESSON PLAN

Topic: Health is in

Theme: Traditional English food

Objectives:

At the end of the lesson, students should be able to:

- relate the reproduction of the painting The Valley of Heath, by Paul Smith, 1957 to the theme of the lesson and the topic of the unit;

- relate the excerpt from the short story “Sparrows”, by Doris Lessing, to the theme of the lesson and the topic of the unit;

- relate the painting to the text;

- apply the learnt vocabulary when speaking and writing;

- express themselves about differences between traditional English food and Portuguese food;

- identify aspects related to the English cultural dimension; - recognise the context of the use of the Direct/ Reported Speech;

- produce a text discussing similarities between English breakfast and Portuguese breakfast;

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- express and justify opinions.

Structure:

Direct/ Reported Speech (Consolidation)

Exponents:

a) Mark said: «Sarah will love this English dish: Yorkshire pudding». Mark said that Sarah would love that English dish: Yorkshire pudding.

b) Mary explained: «Jamie Oliver, the famous English cook, is running a new business: a biological farm».

Mary explained that Jamie Oliver, the famous English cook, was running a new business, a biological farm.

c) Peter said: «Last week, aunt Marge baked a marvelous Christmas pudding».

Peter said that the previous week, aunt Marge had baked a marvelous Christmas pudding.

d) Scientific studies stated: «The English tea has some relevant health benefits». Scientific studies stated that the English tea had some relevant health benefits.

Vocabulary: Nouns: voracious;

Adjectives: peevish, piled; Adverbs: clumsily;

Verbs: grumbled (to grumble); pecking (to peck).

Resources:

- transparency nº1: reproduction of the painting The Valley of Heath, Hampstead,

by Paul Smyth, 1957, Finchley Gallery, Finchley Art Society;

- handout nº1 with an excerpt taken from the short story “Sparrows”, by Doris Lessing, and a reading comprehension activity;

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- worksheet nº1 with vocabulary improvement exercises;

- Grammar file with the structure Direct/ Reported Speech, exercises (consolidation);

- worksheet nº1 with a written production;

- Longman Dictionary of English Language and Culture. London: Longman, 2007;

- EASTWOOD, John, Oxford Practice Grammar, Intermediate. Oxford: Oxford University Press, 2006;

- data-show; - computer;

- blackboard and chalk.

Assessment:

Direct observation in class:

- a register of oral participation in class; - grammar exercises;

- outcome of the written production; - behaviour.

Evaluation:

- A means of evaluation is premature at this point, but a formative and a summative test are to be scheduled towards the end of the unit.

155 Summary:

Homework correction.

Reading comprehension exercises: speculating on the reproduction of the painting The Valley of Heath, Hampstead, by Paul Smith.

Reading comprehension on an excerpt of the text “Sparrows”, by Doris Lessing. Direct/ Reported Speech, exercises (consolidation).

Written production: speculating about going to a place like Kenwood Lake or the Valley of Heath for breakfast with family, relaxation or exercise.

PROCEDURES

STAGE ONE: LEAD-IN ACTIVITY (10 minutes)

In order to make sure if students have read the short story “Sparrows”, the teacher will ask some questions related with the place, the characters and the food references presented in the excerpts read before, such as:

1. Where does the story take place?

Students answer will probably be: The story takes place in a café, near

Kenwood Lake.

2. Who are the charaters of this story and what are they doing in a café?

Students will answer that the characters of this story are two elderly women and a Labrador, some teenagers and three Japanese having a full English breakfast with many voracious sparrows nearby.

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Students answer will probably be that the characters are having a typical English breakfast with coffee, sandwiches, cakes, creamcake, scones, butter, jam, plates of salad and chicken, fizzy drinks and fuit juice.

Next, the teacher will show a reproduction of the painting The Valley of

Heath, Hampstead, by Paul Smith, where the story takes place. The teacher will explain

that this is a very famous place of London surroundings and that it is used by the public for pleasure and rest. The teacher also adds that parks and gardens are part of the English culture. This is a perfect environment for a meal. Then, the teacher will ask the students the following question:

1. Do you know any place similar to Kenwood and the Valley of Heath?

The students answer will possibly be that there are in Portugal several parks like this one where people go to exercise, to relax, to read, to play with children, or for picnics.

STAGE THREE: READING COMPREHENSION ACTIVITY (15 minutes)

The students are already aware of the most relevants aspects of the short story and the teacher will give them Handout nº1 with the last excerpt of the short story “Sparrows”, by Doris Lessing. Then, the teacher will ask some students to read the excerpt silently and while doing it, they will have to scan and skim for information. After that the excerpt is read aloud followed by a vocabulary exercice as well as comprehension questions such as:

a) Explain in your own words the meaning of the following sentence: «The three of them bent over and began eating as if in an eating context».

b) Among the people that are having English breakfast a young sparrow tries to eat some of the crumbs. Compare the Japanese and the sparrows’ attitude. Select from the excerpt the word (adjective) that suits both the Japanese and the sparrow’s attitude.

To the first question the students’ answer will probably be: the three Japanese

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To the second question the students will most likely say: As the Japanese, the

sparrows eat a lot. Both have a voracious atitude towards food.

Finally the students will have to put the following sentence into the Reported Speech: «They aren’t short of what it need», he grumbled». A student will go to the board to correct it.

STAGE FOUR: GRAMMAR STRUCTURE (CONSOLIDATION) (10 minutes)

In order to consolidate the grammar structure, Direct/ Reported Speech, the students will do a consolidation exercise. After the students finish the exercise, each one will correct a sentence orally and then they will write it on the board.

STAGE FIVE: HOMEWORK ASSIGNMENT - WRITTEN PRODUCTION

The students will write some lines expressing if they usually go to a park like Kenwood Lake or the Valley of Heath for breakfast with family, relaxation or exercise, and its importance for mental and physical health.

158 BIBLIOGRAFIA

(Enquadramento teórico)

Documentos Oficiais

Programa de Inglês 3ºciclo LE I. Ministério da Educação. Departamento da Educação

Básica. Lisboa: Imprensa Nacional Casa da Moeda, 1997.

Programa de Inglês 3ºciclo LE II. Ministério da Educação. Departamento da Educação

Básica. Lisboa: Imprensa Nacional Casa da Moeda, 1997.

Programa de Inglês, 10º, 11º e 12º anos, (nível de continuação). Cursos Gerais e Cursos

Tecnológicos. Formação Geral e Específica. Abril 2001 e Junho 2003.

Currículo Nacional do Ensino Básico: Competências Essenciais. Departamento do

Ensino Básico. Lisboa: Direcção-Geral de Inovação e Desenvolvimento Curricular, 2007.

Quadro Europeu Comum de Referência para o Ensino das Línguas. Aprendizagem,

ensino e avaliação. Conselho da Europa. Porto: Edições Asa, 2001.

Reorganização Curricular do Ensino Básico. Princípios, Medidas e Implicações.

Ministério da Educação Departamento da Educação Básica. Porto: Porto Editora, 2001.

Princípios e organização dos Mestrados em Ensino, aprovado pela deliberação da

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