Teaching English to children at a public school in Vitória/ES

Class 5 (50 minutes)

Target Vocabulary

Parts of the face (hair, eyes, nose, ears, mouth), colors (six colors were taught in the first grade. These six colors were recycled in the second grade. Four more colors were taught in the third grade prior to this module), size (‘big’ and ‘small’ were taught in the first grade and recycled in the second grade) and numbers (numbers from 0 – 10 were taught in the first grade and recycled in the second grade).

 

Aim

Review, practice and produce parts of the face, position of adjectives, numbers and ‘I have’. Also, teach and practice ‘Do you have…?’, ‘Yes, I do.’ and ‘No, I don’t.’

 

Preparation

You will need a copy of the monster, the monsters students drew in Class 4 and crepe masking tape.

 

Procedure

Step 1: Stick the monster below to the board and tell students they are going to be the monster. Explain to them you are going to ask them questions. When they answer YES, teach them how to say ‘Yes, I do.’ When they answer NO, teach them how to say ‘No, I don’t.’ Make this gesture pwhen the answer is affirmative and this onenwhen it is negative. Have students do the same every time they answer the questions. Keep on asking some more questions and demand short answers from students. Do not let them say only YES or NO. See some sample questions below.

Do you have a big nose?
Do you have four ears?
Do you have a small mouth?
Do you have three eyes?

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Step 2: Now, students are going to use the monsters they drew in Class 4 to ask each other questions. They are going to be the monsters they drew. Tell students that to ask questions they have to say ‘Do you have…?’ Have them repeat ‘Do you have…?’ three times after you. Then, by using open pairs, have a student ask their partner a question about the monster using ‘Do you have…?’ Tell students not to show the monster to their partner so that the activity is meaningful. The other student has to answer it by saying ‘Yes, I do.’ or ‘No, I don’t.’ In case they cannot remember how to ask and/or answer, ask their peers to help. Have the pair swap. After that, follow the same procedure with two more pairs. Finally, by using closed pairs, students follow the same procedure. Make sure they always take turns asking and answering. Tell them they should ask each other at least three questions. While student work in closed pairs, walk around and offer help if necessary. After they finish, they can show each other their monster.

 

Variation: If time allows, you can have students change pairs and follow the same procedure described for closed pairs in Step 2.

 

Step 3: Have students sit back to back. You can ask them to sit on the floor to work on this activity. Since students will not be able to see their partner’s face, asking ‘Do you have…?’ will be, again, meaningful. Follow the same procedure described in Step 2 – open pairs three times, closed pairs and if time allows, change pairs. Remember to make sure they use short answers not only YES or NO.

 

 

Class 6 (50 minutes)

Target Vocabulary

Parts of the face (hair, eyes, nose, ears, mouth), colors (six colors were taught in the first grade. These six colors were recycled in the second grade. Four more colors were taught in the third grade prior to this module), size (‘big’ and ‘small’ were taught in the first grade and recycled in the second grade) and numbers (numbers from 0 – 10 were taught in the first grade and recycled in the second grade).

 

Aim

Review, practice, produce and consolidate parts of the face, position of adjectives, numbers, ‘I have’, ‘Do you have…?’, ‘Yes, I do.’ and ‘No, I don’t.’

 

Preparation

You will need copies of the worksheet, one of the monsters students drew in Class 4 and crepe masking tape.

 

Procedure

Step 1: Stick the worksheet below to the board and explain the first exercise. Have students do it. While students work on exercise 1, walk around and offer help if necessary. Check students’ sentences while you walk around. To wrap up, write the complete sentences about you on the board and draw your face. You can also have students describe your face before you write the sentences on the board. Remove the worksheet from the board.

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Step 2: Stick the monster you chose on the board and review ‘Do you have…?’, ‘Yes, I do.’ and ‘No, I don’t.’ Tell students they are going to be the monster and ask them questions with ‘Do you have…?’ Students have to answer them by saying ‘Yes, I do.’ or ‘No, I don’t.’

 

Step 3: Stick the worksheet to the board again and explain exercise 2. Have students do it. While students work on the second exercise, walk around and offer help if necessary. Check by asking the two questions and writing the answers on the board.

 

Step 4: Have students glue the worksheet to their notebook. Next, as a follow-up activity, ask them to write two more questions in their notebook and answer them. While students do this exercise, walk around and offer help if necessary. Check the exercise while you walk around.

 

N.B.: You can use your classroom to display the monsters students drew or you can do this anywhere else in the school. If you opt for not displaying the monsters, ask students to glue the monster to their notebook.

 

This is the end of this module.

 

 

Each module I created has 6 to 10 classes. Each class lasts 50 minutes. I hope it has been useful to know more about how I teach at the public school I work for. Feel free to use this module with your students if you want to. You can also create other modules based on this one.

Paulo Torres
Paulo Torres holds a B.A. in English & English Literature from UFES and a post graduate diploma in New Educational Technology Tools from FIJ. He has been in ELT for 20 years. He is a teacher and teacher trainer based in Vitória/ES. He also worked as a pedagogical coordinator for 10 years. He has been a board member of Associação dos Professores de Inglês do Espírito Santo (APIES) since 2010 and the president of Cooperativa dos Professores de Línguas do Espírito Santo (COOPERLING) since 2014. He has also been working as a freelance academic consultant at Cengage Learning for 3 years and as an English teacher at Prefeitura Municipal de Vitória for 4 years.