1.

Trilha Professor de Inglês

2. Curso Formação Inicial de Professores - Inglês

Módulo Activities and their purposes

Read the description below and decide which phase of the lesson it is
referring to.
Books closed. Teacher shows students the names of famous sports
people on the board and asks what they have in common (sports).
Teacher elicits from students the sports practiced by the people in the
pictures (basketball, soccer, volleyball, surf) and writes the words on
the board as they mention them. Then shes asks students for other
examples of different sports and also writes their contributions on the
board. She then has students interview each other quickly to learn
what's the most popular sport amongst the students.

Engage!!!

ERRADA
Check the statement that is FALSE about form-focused activities:

CORRETA

Check the statement that is FALSE about information-gap activities:

CORRETA

Study the diagram below. The distinction between controlled and freer
practice could also apply to:

Study the diagram below. The distinction between controlled and freer
practice could also apply to:
PRACTICE ACTIVITIES
CONTROLLED PRACTIVE (eg. Drills, chains, model dialogs)

X FREE PRACTICE (eg. Debates, role plays, storytelling)

A)Study and engage

B)Engage and activate
C)Study and activate
D)Activate and accountability

Read the following instructions and goals of a task and decide which
phase of the lesson it is referring to.

1-Books open. Ask students if they have healthy habits. Pair

students up and ask them to take turns asking/answering
questions to find out how healthy their eating habits are.

2-Each student in the pair should keep a record of his/her

partner’s answers. Each question answered affirmatively is worth
1 point.

3-Before they start, ask students if they understand the

vocabulary on page 87.

4-Set 10 minutes for the activity.

5-Move around and help them if necessary.

6-When the time is up, ask students to report their findings.

a) Study b) Warm up c) Engage d) Accountability e) Activate

Read the following goals and instructions for a task and decide which
phase of the lesson it is referring to.
GOALS: further practice some of the new vocabulary; allow students
an opportunity to practice and develop their speaking skills.

1. Books open. Pair students up and ask them to take turns asking
and answering the questions in their books. While they are
talking, move around and check their performance.
2. When time is up, ask students to report their findings.

Activate
 CORRETA

essa do grocery shopping é só engage

essa é "complete her grocery shopping" ai é só study

Classify the following activity in one of the types below:

Classify the following activity in one of the types below:
“Study the recipe and answer the questions below:
Which ingredients can you count?
Which ingredients can’t you count?

b. Can you add more examples of countable and uncountable

ingredientes?”

Engage
Activate
Accountability
Study (chat gtp)

Check the statement that is FALSE about information-gap activities:

The teacher should bear in mind that information-gap activities are free
practices and so there can’t be linguistic preparation.
Roleplays should take into account students’ need and interests and
provide them with an opportunity to use the language they have
learned to achieve communicative purposes.
There should be some linguistic preparation before them, in which the
group predicts the language needed for the task.

Read the instructions below and decide which phase of the lesson it is
referring to.

1. Books closed. Ask students what they should eat to have a

balanced diet.
2. Use flashcards to introduce some of the language items in the
picture of Activity2a.
3. You may want to write the words on the board and carry out
chorus repetition of them.
4. Books open. Ask students to match the food items and the
words. When they are done, pair them up for peer correction.

Study
Accountability
Activate
Engage
Warm up

STUDY
After having presented vocabulary related to occupations, the teacher
uses cue cards to elicit them the appropriate response (refer to the
dialog below).
(Adapted from How to teach English by Jeremy Harmer. Pearson Education
Limited 2007)

TEACHER: (holds up a Picture of a policaman) Kim?

STUDENT 1: Policeman.
TEACHER: Good. (holds up a Picture of a nurse) Juan?
STUDENT 2 (Juan): Nurse.
TEACHER: Good.

What kind of activity is it?

 Engage
 Controlled practice
 Accountability
 Freer practice
When approaching an activity, it's important that we know what it does.
Look at the task bellow and check the alternatives that correspond to it.
1. Read the conversation and check the correct options
A: Good Morning. Can I help you?
B: Good morning. Do you have any sandwiches?
A: I’m sorry. We don’t have any.
B: What about ice cream?
A: Yes, we have some. We have chocolate and vanilla.
B:Good. I’d like some vanilla ice cream, please.

We usually use ANY in

( ) affirmative sentences
( ) questions and negative statements

We usually use SOME in

( ) affirmative sentences
( ) questions and negative statements

3. Write four sentences about this picture using "some" and "any". Use
affirmative, negative and interrogative statements.
4. Controlled practice
5. Presentation of new language
6. Less controlled/freer practice
7. Contextualizing the class
8. Breaking the ice

CHAT GPT: based on the provided task, the corresponding alternatives are:

1. Presentation of new language

2. Controlled practice
3. Contextualizing the class
4. Breaking the ice
INCORRETA
 What happens if teachers by-pass controlled practice activities during
a lesson? Choose 2 alternatives.
(Adapted from How to teach English by Jeremy Harmer. Pearson
Education Limited 2007)

 Teacher might have to go over ENGAGE phase again.

 Teacher might have to return to study phase
 Teacher might have to organize controlled practice after all.
 Students may have problems with the language they are
learning.

Check the statement that is FALSE about form-focused activities: a) They should
ultimately lead to the communicative goals of the lesson. b) They should be carrried out
in context. c) They shouldn’t be approached in a communicative lesson.
classify the following activity according to the ESA framework.
INSTRUCTIONS

1. Books open. Ask students if they go grocery shopping and if they know
the price of different food and products. Ask the price of some
products.
2. Tell students Joan is going grocery shopping. Tell them they will listen
to the conversation between Joan and the grocery shop assistant and
should complete the table in their books.
3. Go through the table with students and make sure they understand what
information they need to complete it with.
4. Play the audio. Ask students to compare their answers with a classmate.
Then check them with the whole class.

Segundo CHAT GPT:

The activity described can be classified according to the ESA (Engage-Study-

Activate) framework as follows:

Engage:

 Step 1: Books open. Ask students if they go grocery shopping and if they
know the price of different food and products. Ask the price of some
products.

Study:
  Step 2: Tell students Joan is going grocery shopping. Tell them they will
listen to the conversation between Joan and the grocery shop assistant
and should complete the table in their books.
 Step 3: Go through the table with students and make sure they
understand what information they need to complete it with.

Activate:

 Step 4: Play the audio. Ask students to compare their answers with a
classmate. Then check them with the whole class.

In this activity, the Engage phase involves engaging the students by asking
questions about their own experiences and knowledge. The Study phase focuses
on listening to a conversation and completing a table, providing a structured
study of the language or content. Finally, the Activate phase involves students
actively applying their knowledge and checking their answers through
comparison and class discussion.
What happens if teachers by-pass controlled practice activities during a lesson? Choose
2 alternatives. (Adapted from How to teach English by Jeremy Harmer. Pearson
Education Limited 2007) Teacher might have to return to study phase Teacher might
have to go over ENGAGE phase again. Teacher might have to organize controlled
practice after all. Students may have problems with the language they are learning.

The two alternatives that correctly complete the sentence are:

 Teacher might have to return to the study phase.

 Teacher might have to organize controlled practice after all.

If teachers bypass controlled practice activities during a lesson, it can lead to the
need for revisiting the study phase or organizing controlled practice later on.
This is because controlled practice activities are crucial for students to
consolidate their understanding and mastery of the language being learned.
Without these activities, students may face difficulties in fully grasping and
applying the language, requiring additional practice or a return to the study
phase to reinforce their learning.