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NATIONAL AND KAPODISTRIAN UNIVERSITY OF ATHENSSCHOOL OF PHILOSOPHY

FACULTY OF ENGLISH STUDIES

PRACTICE TEACHING

A LESSON PLAN FOR THE 4th Grade (2nd teaching hour)

Student’s Name: Loukissa Eleni I.D Number: 1563200900138

Course Instructor: Mary Drossou

Practice Teaching Mentor: Lilian Bourboudaki

Placed School for Practice Teaching: ΕΚΠΑΙΔΕΥΤΗΡΙΑ ΔΟΥΚΑ

Class: 4th Grade- (ΤΕΤΑΡΤΗ ΔΗΜΟΤΙΚΟΥ)

Level: Elementary

Date of the Presentation of the Lesson: 23-4-13

Date of submission: 21-5-13

Semester: 8th

Term: Spring 2012-13

Πίνακας περιεχομένων

INTRODUCTION (2nd TEACHING HOUR)................................................................3LESSON PLAN- SPECIFIC INFORMATION.............................................................4LESSON’S GENERAL AIM.........................................................................................4LESSON’S SPECIFIC OBJECTIVES..........................................................................4PRIOR KNOWLEDGE.................................................................................................5LANGUAGE SKILLS...................................................................................................5CLASS ORGANIZATION............................................................................................5TEACHING AIDS- MATERIALS................................................................................5ANTICIPATED PROBLEMS.....................................................................................5PRE-READING STAGE...............................................................................................6WARM UP ACTIVITY: 1.............................................................................................6DESCRIPTION OF THE ACTIVITY\TEACHER’S NOTES......................................6WHILE- READING STAGE.........................................................................................7ACTIVITY: 2.................................................................................................................7ACTIVITY: 3.................................................................................................................7MATERIALS................................................................................................................7TEACHING & LEARNING OBJECTIVES.................................................................8DESCRIPTION OF THE ACTIVITY 2& 3..................................................................8TEACHER’S NOTES....................................................................................................8POST- READING STAGE............................................................................................9ACTIVITY: 1.................................................................................................................9ACTIVITY 2- HOMEWORK......................................................................................10ACTIVITY: 3...............................................................................................................10FOLLOW UP ACTIVITY...........................................................................................10EVALUATION OF THE LESSON PLAN.................................................................11PRE- READING STAGE MATERIAL.......................................................................14SAMPLE OF THE PRE- READING ACTIVITY (PHOTOGRAPHS)......................15ACTIVITY: 1...............................................................................................................15WHILE READING STAGE........................................................................................17SAMPLE OF THE TEXTS..........................................................................................17ACTIVITY: 2...............................................................................................................18ACTIVITY: 3...............................................................................................................19POST- READING STAGE..........................................................................................20ACTIVITY: 1...............................................................................................................20ACTIVITY 2- HOMEWORK......................................................................................20ACTIVITY: 3...............................................................................................................22FOLLOW UP ACTIVITY...........................................................................................22ANSWER KEY............................................................................................................23PRE-READING STAGE.............................................................................................23WHILE- READING STAGE.......................................................................................24ACTIVITY: 2...............................................................................................................24ACTIVITY: 3...............................................................................................................24POST- READING STAGE..........................................................................................24ACTIVITY 2- HOMEWORK......................................................................................24ACTIVITY: 3...............................................................................................................25FOLLOW UP ACTIVITY...........................................................................................25

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INTRODUCTION (2nd TEACHING HOUR)

The main purpose of this report is to provide the detailed lesson plan designed for the 4th grade students of the Private Primary School << Εκπαιδευτήρια Δούκα>>. It is important to be mentioned that this lesson plan is referred to my second teaching hour. However, it is an attempt to present an evaluation of the use of the aforementioned lesson plan in EFL classroom.To begin with, I would like to mention that this lesson plan is an adaptation of authentic and semi-authentic material based particularly on the web-research. Specifically, this lesson was based on a text provided in famous course book Smileys (for Junior B). So, it was my personal choice to not use the class course book and bring different material to the young learners. Such a text was “Easter Around the World pp. 52-53”. In general, this text was presented and taught in a different way than it suggested in Smiley Teacher’s Book. So, my primary intention was to present something educative and different. When I was called to choose the theme of this particular lesson, I took into consideration the fact that this lesson will be taken place at the end of the school day (the last teaching hour). This was very important factor because the students would be tired. So, I would like to present them something educative and relaxing. Influenced by the Easter vacations that would come close to, I presented them the different Easter customs throughout the world. Through a number of speaking, listening and writing activities and educative games, I tried to combine the Greek Easter celebrations with the other cultures’ customs. In this way, I tried to increase their intercultural awareness. Thus, the basic criterion for the creation of the lesson’s plan activities was whether they were in position to be corresponded to the student’s level, arouse their interest and motivate them to participate actively throughout the lesson. To be more specific, I tried to create a creative teaching hour by using interesting texts, inspiring and at the same time educative activities. So, the purpose of this lesson plan was the presentation of knew knowledge through a series of creative and inspiring hand- made material. All these were an important change to the way of teaching English in the EFL classroom. In this way, the students become independent and creative learners.Taken into consideration all these, I would like to express my intention to make all the students to participate in this lesson. But the most challenging thing was to draw the attention of a class such as the 4th grade of Elementary School and to focus on their special needs. Of course, all these are extensively analyzed in the cover and the main body of this particular lesson plan in terms of objectives, description and teacher’s notes for each activity).The final part of this paper is based on the retrospective evaluation of the lesson plan. Particularly, in what extent this lesson plan was corresponded to the young learner’s needs and interests. Additionally, it is focused on the teacher’s reactions and feelings as well as the student’s feelings and comments at the end of the teaching hour.

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LESSON PLAN- SPECIFIC INFORMATION

(2nd teaching hour)

“Easter around the world”

SUBJECT: English Language

TOPIC: Easter around the world

LEVEL( in English Subject): Elementary (A2)

CLASS: 4th grade of elementary school

CLASS SIZE: 12 studentsBOYS: 5 GIRLS: 7

*NUMBER OF STUDENTS THAT ATTENDED THE LESSON OF 23-4-2013: 12 students

AGE: 9-10 years oldALLOCATED TIME: 45 minutes

DATE OF THE LESSON’S PRESENTATION: 23-4-2013

LESSON’S GENERAL AIM

Learner’s intercultural awareness will be raised by comparing and contrasting different customs that have to do with the different celebrations of Easter around the world.

LESSON’S SPECIFIC OBJECTIVES

Learners will be given stimuli to activate background knowledge schemata.Learners will become familiar with the Eastern vocabulary.Learners will be engaged in creative and interesting activities based on semi-authentic texts supported by well-organized teaching aids.Learners will have the opportunity to practice the new lexical items and develop their oral skills through inspiring and educative games.

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PRIOR KNOWLEDGE

Vocabulary related to the Easter celebrations.

LANGUAGE SKILLS

SpeakingReadingListening

CLASS ORGANIZATION

- individual and team- work activities TOPOGRAPHY OF THE CLASSROOM: the students are sitting in groups of four (mixed girls and boys) that are usually called ‘παρεούλες’.

TEACHING AIDS- MATERIALS

white board- markers for the boardsmart board (helped in digital presentations)central computer of the classroom with the overhead projector (connected with the smart board)12 photocopies of brief texts: “Easter Around the World” Smileys :Junior B, Pupil’s BookAudio-visual aids: Easter photographs, an authentic video of Easter British customsa handicraft ( made from colorful card-board used for the game of the post-reading activity)

ANTICIPATED PROBLEMS

Young learners will need to be provided with sufficient time in order to be adequately corresponded to the pre-reading discussion that is based on the audio-visual material as well as the complement of the while and post- reading activities.Learners might not to be familiar enough with all the necessary lexical items related to the topic of Easter celebration. Probably, they will not be familiar with other countries’ Easter customs. For this reason, the small introduction about lesson as well as the various warm up activities that are based on the usefulness of the audiovisual teaching aids (photographs& brief video) will help them cope with the language

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demands. In this way, the pupils will feel more confident in order to comprehend and correspond to the texts’ demands.

PRE-READING STAGE

WARM UP ACTIVITY: 1

TITLE: Look at the following ‘Easter pictures’ and discuss them. Which of these customs are the same in your country? Refer some other customs that take place in your country.

INTERACTION: T<-> SCLASS ORGANIZATION: class workSKILLS: speakingALLOCATED TIME: 9-10 minutes TEACHING& LEARNING OBJECTIVES

To motivate learners and arouse their interest for the forthcoming texts and activities.To activate learners’ schemata of background knowledge for the Easter celebrations around the world by giving them the new vocabulary through brainstorming teaching material. (different types of visuals)To encourage the learners to talk about their own experiences related to Easter activities by using the English language (development of oral skills)

DESCRIPTION OF THE ACTIVITY\TEACHER’S NOTES

In the beginning of the lesson, you could use the overhead projector in order to project them digitally a slide. In the center of this slide, it is distinguishable the phrase “Easter around the World”. In this slide, they are projected some photographs that are related to the Easter. Before continuing with the main body of the presentation you can introduce your young learners to the topic of the lesson by making a brief introduction. For example, you can use these words: << Today, we talk about Easter and more particularly how the people around the world celebrate the Easter! So, we are going to see different customs that take place around the world during the Easter celebrations. Then we are going to read some brief texts! In these texts, kids from different countries are describing different types of Easter activities>>. It is characteristic that this brief lesson’s presentation will help the young learners to understand the coherence of the lesson. In this way, you can initiate a fluent discussion with the students by presenting to them a variety of Easter photographs that are related to the text. Begin with the picture a. Ask them to describe you what they can see in this particular photo. Try to relate this picture to the forthcoming text. Talk to them about the British activity of the Easter egg hunt! Draw their attention by saying: << Egg hunt is an Easter game! It comes from England! Kids like you decorate with paintings real, painting eggs or delicious chocolate eggs. Then, they hide these eggs in various places. The game

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takes place in the home or outdoors. Make sure that they remember the name of this game because the will meet it many times throughout the lesson. In the same way, you can continue with the next images. Remember to make them obvious the comparison between Greek customs and other countries’ Easter customs. This process raises the student’s intercultural awareness. Continue with the questions for the rest of the pictures. Picture b: You could ask a student :<<What can you see in this picture? Is this a Greek custom? Which day do we usually paint Easter eggs>>?

Picture c: << And what about picture c? Do you like giving to you chocolate eggs and Easter bunnies during the Easter>>?

Picture d: << And picture d? What can you see>>? Explain to them that this photo depicts a custom that comes from Poland. You could also add that a boy from Poland describes the Easter meal in the forthcoming text

Picture e: Show them the picture and ask them to guess the meaning of the word cross-bun. Ask them if the Greek people eat cross-buns during the Easter. You also ask them if they like cross-buns.

WHILE- READING STAGE

ACTIVITY: 2

TITLE: Read the text and say where they are fromINTERACTION: Ss <-> Ss & T <-> SsSKILLS: Reading, SpeakingCLASS ORGANIZATION: team\ group workALLOCATED TIME: 5-6 minutes

ACTIVITY: 3

TITLE: Which of the following sentences are true (T) or false (F)INTERACTION: Ss<-> Ss & T <-> SsSKILLS: Reading, SpeakingCLASS ORGANIZATION: team\ group work ALLOCATED TIME: 6- 7 minutes

MATERIALS

(that used for Activity 2 & 3) use of central computer of the classoverhead projector (in order to present the while-reading material)smart board

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a marker for smart board12 photocopies with the texts: ‘Easter around the World’ Smiley p.52-534 worksheets (for each group)

TEACHING & LEARNING OBJECTIVES (Activities: 2 &3)Learners will be able to scan a text in order to extract particular point of information so as to respond to the comprehension activities that will be assigned by the teacher of the class.To enable learners to justify their opinions on the basis of their reading comprehension.Learners will be able to familiarize themselves with or revise lexical items related to the topic of Easter celebration around the world.

DESCRIPTION OF THE ACTIVITY 2& 3

Work with rest member of your group, read the text about the celebration of Easter around the world and try to complete to complete the Activities 2 &3. Don’t forget to collaborate with your members of your group!

TEACHER’S NOTES

After the discussion of the warm-up activity you can explain to your students the next stage of the lesson. You could tell them that they are going to read some texts in which different children from all around the world they describe what they do during the Easter. Make one of the most noisy students your helper in order to calm down the class. Ask for him to distribute the photocopies with the brief texts. It is important to be mentioned the fact that there will be one photocopy of the text for each group. In this way, the students will have to co-operate because none will have an individual text in front of him\her. At the end of the hour, you may distribute the photocopies with the texts to every student in order to use them for the homework activity. You can also use the central computer as well as the overhead projector of the class in order to project digitally the text. Ask again for the teacher helper to distribute the worksheets with the activities. You can ask for some students to read the text loudly (2 sentences each one). During the reading process you can explain them the unknown lexical items by using a variety of techniques such as mime and gestures, verbal explanation, involving a number of contexts (e.g. the word sausages- a kind of meat\ draw a sausage on the white board). You can also to stop the reading process in order to ask some comprehension questions to make sure that everyone follows. (e.g. What do people in U.K. eat on Easter Sunday? What Italians do on Easter Sunday). After the first reading of the text, ask for the students to re-read and complete the Activities 2& 3. Make them clear that the answers will be found more easily if all the students co-operate (the students are distributed in groups of 4). The questions that are involved in the worksheets should be a mixed type of True\False questions or

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Questions of short answers (see the Appendix of 23-4-13). So, the students scan the text in order to find the answers.You could also change the process of checking the answers. Ask for the groups to exchange their worksheets with the other group’s worksheets. So, ask for the students to read the answers of their classmate and find together the correct answer. You could motivate them by using the following words: << When your groups complete these two activities (Activity 2& 3) ask for the other groups to give you their worksheet. And now you will be the teachers! Take a colorful pen and correct them together! Raise your hand in order to read loudly your classmates’ answers>>! Furthermore, you have to make them aware about the time limit! An innovative way to do that is to use an imaginative chronometer. You can use a electronic bomb- chronometer that will show how much time the still have in their possession. The time is up when the electronic bomb explode it!

POST- READING STAGE

ACTIVITY: 1

This activity includes a video that summarizes the reading material in an audiovisual way. By the use of the audiovisual material, the learning process is connected with real life situations and at the same time it helps the increase of the students’ intercultural awareness.

INTERACTION: T<-> Ss, Ss <->SsCLASS ORGANIZATION: Class WorkSKILLS: Reading (the video contains real photographic material with some words& expressions), Viewing & Listening SkillsALLOCATED TIME: 3 minutesTEACHING AIDS\ MATERIAL: the central computer of the class & the smart board connected with an overhead projector. Access to Internet in order to project the video (see Appendix with the teaching material of 23-4-13)

TEACHING & LEARNING OBJECTIVESTo excite the young learners and increase the Intercultural awareness by juxtaposing the Greek with British culture.The learners will be able to see an authentic video related to the topic of Easter and summarize the information of the text as well as the new vocabulary.

- DESCRIPTION OF THE ACTIVITY- TEACHER’S NOTESBefore, the video presentation explain to the students that they are going to see a brief video that depicts photographic material and it is related to the topic of the Easter in England. In addition, try to relate the video to the texts that they had already read about the Easter. During the viewing of the video, you may focus on the repetition of the new vocabulary that was presented in the texts.

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ACTIVITY 2- HOMEWORK TITLE: Complete the Easter crossword.INTERACTION: Ss<-> SsCLASS ORGANIZATION: individual workSKILLS: Reading & WritingMaterial: 12 photocopies with the Easter crossword

TEACHING & LEARNING OBJECTIVE OF THE ACTIVITYLearners revise and use the new knowledge ( in this case the Easter vocabulary)

DESCRIPTION OF THE ACTIVITY – TEACHER’S NOTESYou can ask for your teacher helper to distribute the photocopies with the crossword. Make clear to them that this task is for homework. Explain that they have to use the Easter vocabulary from the text and video in order to find the answers.

ACTIVITY: 3

FOLLOW UP ACTIVITYThis is not actually an activity but a game through witch the young learners revise the new vocabulary and develop their oral skills. It could be characterized as a more imaginative version of Taboo.

INTERACTION: Ss <-> SsCLASS ORGANIZATION: Class workSKILLS: SpeakingTEACHING AIDS- MATERIAL: -painting Easter Eggs in a hand-made basket.ALLOCATED TIME: 8-9 minutes

TEACHING& LEARNING OBJECTIVES OF THE GAMEYoung learners develop their oral skills by using the L2.Young learners revise and use the Easter vocabulary.

DESCRIPTION OF THE GAME- TEACHER’S NOTES

Explain to the young learners the rules of game in a clear way. If they will not understand something repeat it. You could use the following words: << This is my Easter basket! In this basket you can find many Easter eggs made of cardboard. Each Easter egg has a word that related to Easter. Each time, I call to stand up a student who tries to describe the word without revealing to his\ her classmate. Be careful! Each Easter egg gives you some Easter key- words that will help you with your description. But who is the winner? The winner is who will collect the most Easter eggs.

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EVALUATION OF THE LESSON PLAN

The last part of this report is dedicated to a retrospective evaluation of this particular lesson plan. To begin with, I would like to mention that I was amazed with the active participation of the students of the 4th grade who seemed to enjoy the lesson. This was a great achievement for me as this class was a low-level class and some students faced some particular learning difficulties. It is characteristic that my mentor gave the characterization ‘hyperactive class’ in order to describe it. So, it was very important the fact that I managed to come close to them and draw their attention with a variety of activities that not only based on the development of their linguistic skills but also I made use of the artistic skills of the students. The topic ‘Easter around the World’ excited and captured the attention of the young learners. At this point, I would like to refer some general, personal comments that have to do with this particular teaching hour. So, it was very important that I was really stressed with the allocated time. I had only 45 minutes and I wanted to make a really good presentation that would excite the young learners. I didn’t want to omit any task due to the lack of time! Fortunately, my mentor reassured me that I had enough time in order to complete all the required activities as the lesson took place at the last teaching hour of the school. So, I could use some extra- time in order to complete all the tasks. Another factor that troubled me was in what extent the students would be enthusiastic with the context of the tasks and in what extent the audiovisual material would capture their attention. Amazingly, the students corresponded perfectly to the ‘philosophy’ of the lesson. Particularly, in pre-reading stage they responded to all the questions and they had the ability to initiate a fluent dialogue that had to do with the Easter celebration. I was also excited with the majority of the students that they seemed to have all the required, background knowledge on the topic: ‘Easter Around World’. It’s just as well; the young learners seemed to appreciate the visual and audiovisual teaching aids. It was obvious that I was worried about their reactions when I introduced the video “Easter in U.K.” in my lesson plan. Moving on the while-reading stage, I realized that the young learners had completely understood the contexts of the brief texts. It was highly satisfactory the fact that all the students- even the weaker one- responded to the comprehension demands of the texts as well as to the short comprehension questions and T\F statements in an effective way. Generally, we could say that the 10 years old students followed the reading text with ease and they did not manifest any particular comprehension problem. It was highly motivated for them the concept to work in groups in order to scan the texts and find the correct answers. This type of team working helped even the weaker students to collaborate with their classmates, participate and feel active members of their group throughout the lesson. Additionally, the concept to replace the teacher by correcting the other groups’ worksheets made them enthusiastic. At this stage, I want to mention the only ‘problem’ that I faced. The existent group was four and the worksheets was three, so I divided them again to smaller groups in order to have the desirable result of the whole task. The first activity of the post-reading stage was not a stereotypical reading or writing task. It was something different. The audiovisual material that is used was a relaxing and an educative way to make the young learners aware about the British Easter

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customs. In other words, it was an indirect means to raise their cultural awareness. Additionally, this video performed a summarising role as it ensured the students’ comprehension and consolidation of new knowledge (Easter vocabulary). It was also an effective way for the students to activate their viewing and acoustic skills through the abundant photographic material and the key phrases that appeared on the screen. As it concerns the activity that I assigned for homework -(Easter crossword), I could say that it was a pleasurable task through which the students used and revised the new vocabulary (Easter vocabulary). It‘s worth to be mentioned that the students were really enthusiastic with this type of activity and they wanted to give them extra time in order to complete it. This did not happen because the allocated time was restricted. I dedicated the last 9 minutes in order to play a game. It is particularly to be mentioned that the 10 years old students adore playing games during the last minutes of the teaching hour. So, I chose to end this lesson by an inspiring game. I also tried to combine the revision and the practice of the Easter vocabulary. In this way, I tried to capture their attention by presenting them the hand- made material that it would be useful for the game. It was characteristic that when the students saw the basket with the Easter eggs said: << Wow, it’s fantastic! What a beautiful Easter eggs, could you give me one? What a nice Easter basket! Will we play Easter egg hunt game? >> The students were enthusiastic with this game. A game that was similar to the well known “Taboo” in more imaginative version. Through this game, they could develop their oral skills by speaking in English and revise the new vocabulary. Overall, I personally believe that the lesson was very successful as it was based on the students’ participation. This time I was more confident and I manipulated the allocated time of 45 minutes in a more effective way. As it concerns the reactions of the 10 years old learners, I believe that they were happy with the outcome of the lesson. I still remember the following scene: When the bell rang they stood up from their desks, came close to me, hung me and kissed me. It was characteristic the fact that when I met my mentor again, she told that the students asked her when I come to teach them again! It is also important to be mentioned the comments of my mentor. She enthusiastically told me that I had done a great job! She also told me that it was an excellent choice to teach them something different that departs from their course book topics. She also added that she had used a similar way in order to discuss the Christmas customs in a past lesson for Christmas. All these comments were the greatest reward for my effort to teach a whole class. It was a unique experience! So, if I was ever given the chance to repeat this session I would not have changed something in the structure and the context of my lesson plan.

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APPENDIX FOR THE LESSON PLAN OF THE 4TH GRADE 2ND TEACHING HOUR

PRE- READING STAGE MATERIAL

The photographic material that is used in the pre-reading stages was taken from the following web pages:

http://ww5.eastereggs2013.com/host-a-kidsamp39-easter-egg-hunt-and-egg-decorating-party-design-happens-2013-3/

http://www.npt.gov.uk/default.aspx?page=2482&pr_id=1859

http://www.eatouteatwell.com/chocolate-eggs-and-bunny-ears/

http://www.istockphoto.com/stock-photo-19364716-easter-lamb-cake-with-powdered-sugar-and-decoration.php

http://www.painlesscooking.com/hot-cross-bun-recipes.html

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SAMPLE OF THE PRE- READING ACTIVITY (PHOTOGRAPHS)

ACTIVITY: 1

*Look at the following ‘Easter pictures’ and discuss them. Which of these customs are the same in your country? Refer some other customs from your country.

a. Easter egg hunt

b. egg painting

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c. give to each other chocolate eggs and bunnies

d. sugar lamb

e cross buns

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WHILE READING STAGE

Source: Jenny Dooley, Virginia Evans: Smileys( Junior B)- Pupils Book. Express Publishing

SAMPLE OF THE TEXTS

In the U.K., people eat hot cross buns and give one another chocolate eggs or bunnies on Easter Sunday. They hide eggs around the garden for children to find. Children paint colourful eggs.

On Sunday morning in Poland, families enjoy a yummy meal of eggs, cold meat, sausages and cakes! They make a lamb from sugar and they put it in the middle of the table.

On Easter Sunday in Italy, the family gives Easter eggs to one another. They have a breakfast of salami, eggs, a special cheese cake and a sweet cake with nuts and fruits. On Easter Monday, everybody goes out for a picnic or by the sea.

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ACTIVITY: 2 2. Read the text and say where they are from.

1. We usually go for a picnic.

2. We make a lamb from sugar.

3. We paint beautiful pictures on egg shells!

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ACTIVITY: 3

Which of the following sentences are true (T) or false (F)?

In the U.K. people make a lamb from sugar. T\ F In Italy, they have a breakfast of salami, eggs, a special cheese cake and a sweet cake with nuts and fruits. T\ F

In the U.K., the people hide eggs around the garden for children to find. T\ F

On Easter Sunday in Italy, everybody goes out for a picnic or by the sea. T\ F

On Sunday morning in Poland people eat hot cross buns. T\ F

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POST- READING STAGE

ACTIVITY: 1The video that was used it can be found:

https://www.youtube.com/watch?v=Vi5yhTl5GkA

ACTIVITY 2- HOMEWORKFor this activity was used the following page: www.ActivityVillage.co.uk

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ACTIVITY: 3

FOLLOW UP ACTIVITY

The material that is used is exclusively hand made.

This is the Easter basket ( made from cardboard) with the Easter eggs- cards.

This is a hand-made Easter Egg.

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ANSWER KEY

PRE-READING STAGE WARM UP ACTIVITY: 1 (a sample of a possible class conversation)T: What can you see in picture a?S: A girl is searching for Easter eggs.T: What can you see in picture b?S: A girl is painting Easter eggs.T: Is this a Greek custom?S: Yes, of course!T: Which day do we usually paint Easter eggs?S: On Holly Thursday!T: And what about picture c?S: A chocolate bunny! Around the bunny there are some colorful Easter eggs.T: Who do you usually give you chocolate Easter eggs and chocolate bunnies?S: My godfather brings me Easter eggs and chocolate bunnies every Easter.T: And picture d? What can you see?S: Some sugar lambs.T: Is it a Greek custom?S: No, it isn’t.T: It is a Polish custom.Τ: Now, look at the picture e! What is this?S: Cross- buns!T: And what does it mean the word cross-bun in Greek?S: ΤσουρέκιT: Well done!

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WHILE- READING STAGE

ACTIVITY: 2

She is from Italy.He is from Poland.She is from U.K.

ACTIVITY: 3FTTFF

POST- READING STAGE

ACTIVITY 2- HOMEWORK

ACROSS:chocolate4. basket6. spring8. bonnet

DOWN:chickshuntdaffodilparade

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ACTIVITY: 3

FOLLOW UP ACTIVITY

AN EASTER EGG:WORD: Easter egg hunt

KEY-WORDS:hide eggsEaster or chocolate eggsA British game

Description:It is a British Easter game for children. During this game, they hide Easter or chocolate eggs indoors or outdoors. These Easter eggs hide little treasures!

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