UEL LESSON PLAN

Instructors Names: Prof. Michael Hughes/Prof. Alessandra Bassanello Week of Instruction: 8 of 16 # of Students: 10 Date:10/26/2012

Location: MIIS/other university

TOPIC/CONTENT: Rio de Janeiro and So Paulo OBS: This activity will be presented over 2 subsequent class meetings.

F E E D B A C K

OBJECTIVE(S): Make students aware of the different aspects and culture of different regions in Brazil via reading and role play activity, focusing on integration of skills. LEAD-IN (5 min): Students will be presented with some pictures of places to visit and of various leisure activities and will be asked if they do any of those things when they travel. PRESENTATION (15 min): Students will see a Smart Board (Keynote or Power Point) presentation with pictures from (maps, animals, landmarks) the region which will be the primary focus of the texts. They will also be presented a few facts for the first part of the reading. They will also glean information about Brazils two largest cities: Rio de Janeiro and So Paulo. ACTIVITY(IES)/TASK(S): 1. (15 min) Students will partner up and using information gap, each will receive a part of the text along with a set of questions about their partners. After completing the reading, students will then report to their partners about what they read and will then listen to their partners knowledge to complete the questions. 2. (10 min) The teacher will meet with the students and verify their answers. Students, together with the teacher, will translate the texts so that there is no confusion or misunderstanding of key vocabulary or idioms. Part II (Lesson 2) 3. (15 min) For the production phase, students will be divided into 2 groups of 3 and 1 group of 4. Each person in the group will receive a handout with information about a destination presented in their first texts. The information is authentic and collected from a Brazilian travel agency (CVC). Each student will also receive a situation in which they will have to accommodate their needs in order to join the group in their adventure (negotiation). Students will read their parts and report to the rest of the group, without reading from their papers. After all the presentations are given the groups will need to decide where they would like to go!

FOLLOW-UP (15 min): Each group will prepare a poster with specific information on how and why they decided upon their destination. Their main focus is to convince (invite) the other groups to join them. They will use colorful markers and design an ad or a travel poster that is appealing to the other group participants. WRAP UP (10 min): After the presentation students will vote for the best ad. Teachers final notes on errors, expressions, etc. MATERIALS USED: Computer, Smart Board, poster paper, markers, information sheets about travel destinations, Ponto de Encontro (textbook) pg. 217 and various website information, handouts (texts, questions), timer, Brazilian music and snacks (optional)

Lesson Plan Unit

Course description: 16 week long Portuguese course for Spanish speaking university students (or students with 2 courses in another upper-division Romance language) Classes meet twice per week (M,W) from 8-9:30 a.m. (180 minutes of instruction per week). Student background: University students with various language backgrounds (predominantly Spanish) and of various ages (typically 18-40). Theme: Preparing students to communicate with native Portuguese speakers for their upcoming study abroad and travel to Brazil. Learn about different regions of Brazil (Brazils two largest and most famous cities: Rio de Janeiro and So Paulo). Linguistic objectives: Students will be able to read, summarize and then report on their findings to their fellow classmates. Negotiation of meaning: students need to address the group about their personal feelings and try to get other members of the group to agree in order to establish the best solution for the group as a whole. Students will integrate all four skills into the activity: reading, writing, speaking, and listening. Portuguese will be spoken at all times. Use of authentic materials to emphasize the importance of understanding Portuguese. Materials: Computer, Smart Board, poster paper, markers, information sheets about travel destinations, Ponto de Encontro (textbook) pg. 217 and various website information, handouts (texts, questions), timer, Brazilian music and snacks (optional)