William Fidelix

Lesson Plan (PPP Format)

Universidade Rovuma
Nampula
2024

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Topic: Introducing oneself and others.
Objective: By the end of this lesson, the students should be able to introduce themselves and others.
Aim: This lesson aims the students to be able to:
 Say and write accurately the new vocabulary;
 Use, appropriately in oral expression, words to introduce oneself and others;
 Produce contextualized and practical examples introducing others.
Class size: 50 Length: 45'
Skills: S, W; l, r. Teaching aids: Whiteboard, marker, worksheets and eraser.

Stage + Language content Activities

Time Grammar Function Vocabulary Teacher's Students'
Presentatio Possessive Provide What is - greets the students; - greet the teacher;
n (5 pronouns informatio your name?; - writes the topic on the board; - copy the topic from the board;
minutes) n my name is; - pre-teaches the new vocables in the - listen attentively to the teacher's
her/his following way: pronunciation of the new vocable;
name is; - says “What is your name?” - repeat “What is your name?”
their names - says it audibly, clearly and repeatedly; (individually, in groups and
are. - asks the Ss to repeat it (individually, in chorally) in compliance with the
groups and chorally) teacher's command;
- writes on the board “What is your - copy the new vocable from the
name?”; board;
- says the following: “We use ‘What is - listen attentively to the teacher's
your name?’ to ask someone to introduce explanation;
her/himself, and it means ‘Como você se - listen attentively to the teacher's
chama?’; pronunciation of the new vocable;
- says “My name is” - repeat “My name is”
- says it audibly, clearly and repeatedly; (individually, in groups and
- asks the Ss to repeat it (individually, in chorally) in compliance with the
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groups and chorally); teacher's command;
- writes on the board “My name is”; - copy the new vocable from the
- says the following: “We use ‘My name board;
is ...’ to introduce ourselves, and it means - listen attentively to the teacher's
‘Chamo-me...’, and right after saying explanation;
this, we say our names; - ask the teacher the question
- asks one student to question him: ‘What “What is your name?”
is your name?’ - listen attentively to the teacher's
- responds audibly and clearly ‘My name response;
is William Fidelix’; - respond individually to the
- asks now the students individually the teacher's question;
question (What is your name?); - listen attentively to the teacher's
- says “her name is”; pronunciation of the new vocable;
- says it audibly, clearly and repeatedly; - repeat “her name is”
- asks the Ss to repeat it (individually, in (individually, in groups and
groups and chorally); chorally) in compliance with the
- says “his name is”; teacher's command;
- says it audibly, clearly and repeatedly; - listen attentively to the teacher's
- asks the Ss to repeat it (individually, in pronunciation of the new vocable;
groups and chorally); - repeat “his name is”
- writes on the board “her name is” “his (individually, in groups and
name is”; chorally) in compliance with the
- says the following: “We use ‘her name teacher's command;
is ...’ to introduce girl and “his name - copy the new vocables from the
is ...” to introduce a boy, and it means board;
‘ela chama-se ...’ and ‘ele chama-se ...’ - listen attentively to the teacher's
respectively”; explanation;
- provides an example by introducing two - take notes from the teacher's
Ss separately (one boy and one girl) to explanation;
the class; - observe and listen attentively to

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 - says “their names are ...”;
- says it audibly, clearly and repeatedly;
- asks the Ss to repeat it (individually, in
groups and chorally);
- says the following: “We use ‘their
names are ...’ to introduce two or more
people at once, and it means ‘eles
chamam-se ...’;
- presents an example by introducing
three Ss at once to the class.
Practice (20 Possessive Provide What is - sets up groups of 3 members;
minutes) pronouns informatio your name?; - gives the activity and writes the
n my name is; instruction on the board: “Use ‘My name
her/his is ...’ to introduce yourself to the class
name is; and ‘her name is ..’, ‘his name is ...’ or
their names ‘their names are ...’ to introduce your
are. partners to the class”;
- gives a practical a example;
- sets up time limit (10') and tells it to the
Ss;
- controls the activity closely;
- asks the Ss to choose one speaker in
each group to perform the activity;
- listens attentively to the Ss' responses;
- writes down Ss' mistakes during the
the teacher's example;
- listen attentively to the teacher's
pronunciation of the new vocable;
- repeat “their names are”
(individually, in groups and
chorally) in compliance with the
teacher's command;
- copy the new vocable from the
board;
- listen attentively to the teacher's
explanation;
- take notes from the teacher's
explanation;
- observe and listen attentively to
the teacher's example;
- get grouped of 3 members;
- get the activity from the teacher
and copy the instruction from the
board;
- observe and listen attentively to
the teacher's example;
- discuss and solve the task within
10';
- choose one student per group to
present their responses;
- present the activity responses;
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 activity performance;
- congratulate the Ss for the activity
performance;
Production Possessive Provide What is - sets up groups of 3 members; - get grouped of 3 members;
(20 pronouns informatio your name?; - provides the task and writes the - get the activity from the teacher
minutes) n my name is; instruction on the board: “Produce a role and copy the instruction from the
her/his play supposing that person A is having a board;
name is; walk with person B, and (s)he casually - observe and listen attentively to
their names meets his friend (person C), and then the teacher's example;
are. person A will have to introduce the - discuss and solve the task within
person B to the person C and vice-versa; 10';
- sets up time limit (10') and tells it to the - present their role play;
Ss; - listen attentively to the teacher's
- asks the Ss to present their role play in feedback;
front of the class; - listen attentively to the teacher's
- listens and observes attentively to the explanation;
Ss' performance; - get the homework and copy the
- writes down Ss' mistakes; instruction.
- gives feedback to the Ss;
- corrects all committed mistakes by the
Ss during the lesson;
- gives the homework: Supposing that
you have got one brother and one sister,
produce a text in which you will
introduce yourself and your brothers'.