Lesson Plan | Active Learning | Personal Routines and Information

Assumptions: This Active Lesson Plan assumes: a 100-minute class, prior student study with both the Book and the start of Project development, and that only one activity (among the three suggested) will be chosen to be conducted during the class, as each activity is designed to take up a significant portion of the available time.

Objectives

Duration: (5 - 10 minutes)

The objectives stage is crucial for establishing the learning goals of the lesson. By clearly defining what is expected of students, they can better direct their prior studies and actively participate in classroom activities. This initial preparation ensures that class time is productively used for the practical application of concepts already studied, reinforcing learning through practice and interaction.

Main Objectives:

1. Empower students to describe and discuss their daily routines in English using appropriate vocabulary.

2. Enable students to exchange basic personal information such as name, age, nationality, and hobbies in English, clearly and understandably.

Side Objectives:

1. Promote students' confidence in using English in everyday communication situations.
2. Encourage interaction among students for practicing dialogue in English.

Introduction

Duration: (15 - 20 minutes)

The introduction stage serves to engage students and connect prior knowledge with the content that will be explored in class. The problem situations encourage students to think critically and apply the vocabulary and structures they have already studied at home. The contextualization shows the practical relevance of the topic, increasing students' interest and preparing them for applying knowledge in real and simulated situations during the lesson.

Problem-Based Situations

1. Imagine you are at an international camp and need to introduce yourself to people from different nationalities. How would you say your name, age, and what you like to do in English?

2. Think about a normal weekday in your life. How would you describe your morning routine, including activities like waking up, having breakfast, and going to school, to a new classmate who doesn't speak Portuguese?

Contextualization

The ability to share personal information and describe daily routines is essential not only in travel or exchange situations but also in increasingly international professional environments. Additionally, understanding how people from different cultures structure their days can be fascinating and helps build bridges of communication and mutual understanding. For example, in Japanese culture, the concept of 'Johari' is used to reflect on the balance between what is known by the person and what is known by others.

Development

Duration: (70 - 75 minutes)

The development stage is designed to allow students to practically and interactively apply the vocabulary and structures of routines and personal information studied previously. The proposed activities aim not only to reinforce learning but also to develop presentation, dialogue, and comprehension skills in English, in a fun and collaborative environment. This section is crucial for consolidating knowledge and preparing students for real situations of using English.

Activity Suggestions

It is recommended to carry out only one of the suggested activities

Activity 1 -  Morning Routines Around the World

> Duration: (60 - 70 minutes)

- Objective: Practice vocabulary related to routines and personal information in various cultural contexts, developing presentation and discussion skills in English.

- Description: In this activity, students will create and present a typical morning routine from a fictional English-speaking country. Each group will receive a card with cultural characteristics and specific times for common morning activities in that country. They will use vocabulary related to routines and personal information to describe and enact these activities.

- Instructions:

• Divide the class into groups of up to 5 students.

• Distribute cultural cards to each group, each representing a different fictional country.

• Ask each group to elaborate a morning routine based on the information from the card, using the vocabulary studied.

• Students must prepare a brief presentation of the routine, including a description of the activities in English.

• Each group presents its routine to the class, followed by a brief discussion about the cultural and linguistic differences observed.

Activity 2 - ️ Speed Dating with Hobbies

> Duration: (60 - 70 minutes)

- Objective: Develop conversational and listening skills in English, focusing on personal information and common interests.

- Description: Students will participate in a 'speed dating' activity where they will exchange personal information and interests. Each student will have a card describing their character, including name, age, nationality, and hobbies. They must converse with peers, applying vocabulary related to routines and personal information to learn more about the imaginary characters.

- Instructions:

• Prepare character cards with information for each student, including name, age, nationality, and hobbies.

• Explain the concept of 'speed dating' and how the activity will be adapted for practicing English.

• Organize the room in pairs, where students will alternate every 5 minutes to talk to a new 'partner'.

• During each round, students use the studied vocabulary to ask questions and answer about the hobbies of the characters on the card.

• At the end, ask each student to share something interesting they learned about their classmates.

Activity 3 -  Role Play: A Day in the Life

> Duration: (60 - 70 minutes)

- Objective: Practice the use of vocabulary related to routines and personal information in a realistic and dynamic context, improving fluency and students' confidence in communicating in English.

- Description: In this activity, students will enact a daily conversation between two friends discussing their routines and plans. Each group will receive a different scenario, such as 'university students in different countries', and must use vocabulary related to routines and personal information to dramatize the conversation.

- Instructions:

• Divide the class into groups of up to 5 students.

• Assign each group a different scenario for the enactment.

• Students must prepare a short dialogue that illustrates a typical day in the given scenario, using the studied vocabulary.

• Each group presents its enactment to the class, followed by a discussion on the differences and similarities in the routines of the characters.

• Ask students to identify words or expressions they found challenging and discuss them in class.

Feedback

Duration: (15 - 20 minutes)

The purpose of this stage is to consolidate learning, allowing students to reflect on the activities carried out and articulate what they have learned in a broader context. The group discussion helps identify strengths and areas that need more attention, as well as promotes the exchange of experiences among students. This collective reflection increases knowledge retention and awareness of the importance of effective communication in English.

Group Discussion

After completing the activities, gather all students for a group discussion. Start by briefly sharing the objectives of the activity and asking each group about their experiences. Encourage students to discuss what they learned about different cultures and how it was to use English to describe routines and personal information in varied contexts. Use questions like 'What did you find most challenging in the activity?' and 'How did you feel using English to introduce yourself differently?' to guide the discussion.

Key Questions

1. Which words or expressions did you find most useful when describing your routines and interests?

2. How did cultural differences influence the way you imagined the characters' routines in your presentations?

3. In what way can today's practice help you in real situations of using English?

Conclusion

Duration: (5 - 10 minutes)

The purpose of the conclusion is to solidify learning, ensuring that students can connect practical activities with the theoretical concepts studied, as well as understand the relevance of the topic to their lives. This moment is crucial for reinforcing students' memory and understanding, preparing them for future applications of English in real contexts.

Summary

To conclude, the teacher should summarize the main points addressed, recapping the vocabulary and structures of routines and personal information in English. It is essential to emphasize the cultural differences explored and how these influence the way we communicate in daily life.

Theory Connection

Explain how the activities of enactment, speed dating, and creating morning routines helped theoretically apply the vocabulary studied at home. Highlight how practice in the classroom complemented and solidified theoretical learning, preparing students for real-life situations using English.

Closing

Finally, the teacher should highlight the importance of the content learned for practical use in daily life, whether in travels, exchanges, or in international work environments. Emphasize how mastering routines and personal information in English can facilitate communication and strengthen intercultural relationships.