LESSON PLAN 1

By Marina Michael

Dali B’ Primary School, Cyprus

UNIT: 4, RELATIONSHIPS

SUBUNIT: Family Lesson 1

Age group 11-12 years old

Time: 40 minutes

New Language: past simple (affirmative), family members (daughter, granddaughter, son, grandson, wife, husband), action verbs, time connectives (first, then after, finally, etc.), enormous.

Recycled language: Family members: mum, dad, brother, sister, grandma, grandpa, other vocabulary: huge, gigantic, food vocabulary: lunch, dinner, breakfast, soup, adverbials of time: today, tomorrow, always, usually, often, sometimes, never, every week/Monday/month/year, next week / month / year/ summer / etc., days of the week

Resources-Materials: clapperboard, storybook “the enormous turnip”, ppt presentation, film strips, handout with the story, interactive board, pictures

For Lessons 1 & 2

Success Indicators

Students should be able to:

Adequacy Targets

Listening

Comprehend short stories Pre and While – storytelling

activities: predictions,

questions, main idea, still

scenes

Speaking

Narrate events which take

place in the past

After – storytelling activities:

story retelling with the use of

time connectives and other

“tools” (pictures)

Reading

Enjoy, follow and participate

actively in the narration of

literary stories

Pre and while – storytelling

activities: predictions,

questions, main idea, still

scenes

Writing

Write a short story Transform “the enormous

turnip”

Learning Strategies

Deduce rules on the function of

language based on its use

Transform the text to present

simple and compare the

function of the two tenses in

storytelling

Objectives:Pupils should be able to:

Comprehend the main idea of the short-story

“The enormous turnip”

Retell the story using the appropriate time connectives

Deduce the function of past simple in storytelling

Time Procedure Class Organization

5΄

Introduction – Pre storytelling stageThe teacher informs students that they are going to listen to a story. She writes the title on the board, reads it out loud and clarifies the meaning of “turnip” with the use of a picture. She then hands out a number of pictures to each pair and asks students to sequence them, in order to predict the story. As reading proceeds, pairs are requested to revise their storyline.

Whole class, pairs

20΄

7΄

4’

While-story telling stageUsing directed reading (technique “STOP!”), the teacher starts reading the story and stops at focal points to ask for further predictions, clarification and other comprehension questions.

Stop 1-Slide 6: What does “enormous” mean?, How did the farmer feel?, Show his feelings with a facial expressionStop 2-Slide 11: Predict - what will happen next?Stop 3-Slide 13: Predict the actions of grandmaStop 4-Slide 19: What did the girl say?, Why does she live with her grandparents?Stop 5-Slide 23: Who did the girl call?Stop 6-Slide 28: Who did the dog call?Stop 7-Slide 29: What did the cat say?Stop 8-Slide 44: How big is their effort? Is taking out the turnip easy or hard? How do we know?Stop 9-Last slide: Why did everyone decide to help?What would happen if someone said “no”? How would the story be different?

After Storytelling Stage Who is the most important character in the story? Students are

requested to place characters on concentric circles. Before deciding, they are requested to identify the actions of each character. What did each character do to help the turnip come out? The teacher notes them down on a table on the board and encourages students to observe the verbs and their structure (-ed).Farmer Wife Grandaughter Dog Cat MousePlanted hugged hugged pulled pulled pulledsaid called called called calleddecidedpulledcalledsaid

Whole class, pairs, individual work

Dyads

Whole class

3΄

EvaluationEvaluation takes place through observation of the pupils’ responses to the various activities. Particular attention should be paid to: - how the pupils respond to the story, if they are able to follow it and how they engage with it; - whether pupils show comprehension of past simple tense formation