By Stavroula Mariatou

TEFL Course, June 2006

LESSON PLAN OF STAVROULA MARIATOU LESSON PLAN – INTERGRATED SKILLS : “The Little Girl and the Wolf”

Level of Student: Pre – Intermediate (Adults) Age of Student: 25 - 30 Course book used: - No of hours per week: Class meets 2 times for 120 minutes Previous contact with English: 1 year average With this teacher: 1 year average

PREVIOUS BACKGROUND KNOWLEDGE: Simple Present, Present Continuous, Simple Past, Past Continuous, Present Perfect, 1st Conditional, Passive Voice PRIMARY AIMS Speaking:

- To develop fluency and accuracy in conversation. - To give the opportunity to integrate communicative skills.

Writing:

- To provide Ss with a clear and specific purpose for writing that is closely related to the subject covered at this lesson.

- To give Ss practice writing in a fun and motivating way.

SECONDARY AIMS Reading

- To practice reading for specific info - To give Ss feedback for the writing procedure

Listening: - Listen for gist.

Grammar:

- Revise Simple Past and Past Continuous.

SKILLS PRACTISED Reading, speaking, listening and writing

MATERIALS – AIDS - CD with classic Disney tale songs. - Various pics from fairy tales. - A green carton where the fairy tale will be demonstrated, story board. - Act out (T reads the story) - HO1: The Little Red Ridding Hood story. - HO2: flowchart. - HO3: Agony Aunt Column - HO4: 2 sets of pics for fairy tale domino.

LEXIS nightcap, nightgown, Metro-Goldwyn, fairy tale, moral.

ANTICIPATED PROBLEMS REMEDIES Pronunciation of new words Chorally and individual repetition The may be unfamiliar with the word and topic :Fairy tales

To provide visuals from many fairy tales.

The flowchart activity may be confusing T gives clear instructions and divides in pairs in order to exchange ideas.

CLASS PROFILE This group that consists of four female adults and two male adults who face difficulties due to the fact that the male adults come from Afghanistan and are Farsi speakers which makes it even more difficult because their alphabet does not contain Latin letters but symbols. Also they read from right to left. Furthermore, some of the learners have literacy problems so the teacher should be very simple and analytical when explaining instructions. There are four Greek female students who are stronger in terms of understanding and speaking but the majority has a great difficulty in writing and reading.

STAGE TEACHER STUDENTS AIM MATS ORG TIME

Warm up Lead in

- T puts a song of a common fairy tale while Ss are coming to class.

- Listen - Stimulate interest. - To activate the feeling that Ss are in an imaginary world.

CD Plenary 1’

- T greets Ss & asks how they are.

- Respond. - To generate a calm & friendly environment.

Plenary 1’

-T asks Ss if the song reminds them something when they where young, at their childhood.

-Respond. -To activate background knowledge on the subject.

1’

-T elicits the target language: fairy tale using various pics of fairy tales.

-Respond. - To introduce the lesson topic in a motivating way.

Pics 3’

- T makes a chart on board to elicit more info about fairy tales.(Look at the end to see the chart.)

- Respond. - To assist Ss to elicit more info about fairy tales from their background knowledge.

Pics 2’

- T shows pics of fairy tales and talks about them.(e.g. From which fairy tale is the pic? Who are the characters? etc.) Note: T pre-teaches unknown words using pic, miming, drawing on board.

-Reply. -To arouse curiosity for what will come next. - Introduce new lexis necessary for the comprehension of the story.

Pics,Board 2’

- T elicits with which common phrase every fairy tale starts and ends with.

- Respond. -To activate background knowledge.

2’

While Reading / Main

- T tells Ss that they will listen to a fairy tale in a different version. Note: While T is reading the text T is demonstrating the fairy tale using a carton, which has been stuck on board and acts out the story.

- Look & Listen. - To raise interest. - To motivate Ss.

Act out, story board

2’

-T stops “…there was somebody in bed with a nightcap and nightgown on.” -T asks comprehension Qs of the story where T stopped reading. (Look at the end of the lesson plan to read the comprehension Qs)

- Listen. - Listen & reply.

- Check comprehension. - To enhance speaking skills. - To provide Ss with the opportunity to skim for specific info.

2’

- T asks Ss to predict what will happen from where T stopped reading and what will be the ending of the story.

- Respond. -To stimulate curiosity. - To give purpose for reading the story.

2’

STAGE TEACHER STUDENTS AIM MATS ORG TIME

- T gives Ss the text

(HO1) to find out what happened.

- Read. - Practise reading skills. - Read for specific info.

HO1 Individual 3’

- T asks if predictions were correct.

- Read & reply. - Reject/Confirm expectations. - Practice pronunciation & fluency. - Practice speaking skills.

Plenary 1’

- T asks comprehension Qs of the ending of the story. (Look at the end of the lesson plan to read the comprehension Qs.)

- Listen & reply. - Check comprehension. - To enhance speaking skills. - To provide Ss with the opportunity to skim for specific info.

HO1 2’

- T asks Ss:”What is the meaning of the story, what does it want to tell us, can we use it as an advice for ourselves?”

- Respond. - To introduce the “moral” of the story. - To pre-teach the meaning of the word “moral” in a simple way.

3’

- T gets feedback. - T summarize by

explaining the meaning of the story and telling Ss that that’s the moral.

- Listen. - To give clear examples in order to understand the meaning of the word “moral”.

1’

- T writes on board “A big wolf waited in a dark forest for a little girl to come along carrying a basket of food to her grandmother” & asks Ss how tenses are used showing the verbs: waited, was carrying.

- Look. - To make Ss aware of differentiation between Past Simple & Past Continuous. - To briefly revise the above structures by activating background knowledge which will be helpful for the later on writing tasks.

3’

- T gets feedback.

- T gives HO2 (flowchart) to Ss.

HO2 1’

- T tells Ss to fill in, using notes, the flowchart, in pairs, using the story for guidance.

- Listen - To check comprehension of the story. - To provide Ss with the opportunity to skim for specific info. - To enhance speaking skills.

pairs 6’

- T checks understanding of instructions. - T divides in pairs. - T sets time limit. - T monitors.

- Asks Qs if necessary.

- To provide clarifications on the instructions in order to avoid any misunderstanding.

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STAGE TEACHER STUDENTS AIM MATS ORG TIME

- T gets feedback.

- T asks Ss if they have written to a magazine asking for advice or if Ss have read any advices from these columns.

- Reply. - To facilitate the writing activity that is to follow. - To activate background knowledge.

Plenary 2’

-T gets feedback.

- T elicits phrases of advice and writes them on board. (ex. it would be nice, why not etc.)

- Respond. - To set the situation in which the new language is to be embedded. - To elicit/revise the already taught grammatical phrases.

board Plenary 2’

- T gives HO3 & tells Ss:”Pls read this article which has been taken form an Agony Column, that’s how these articles of advice are called and guess in pairs which character, from fairy tales, is he or she.”

- Listen - Provides clear instructions in order to facilitate and avoid any misunderstandings. - To stimulate curiosity. - Give purpose for reading. - To practice fluency and accuracy.

HO2 Pairs 6’

- T checks instructions. - Asks Qs if necessary.

- To avoid misunderstandings.

-T divides in pairs. - T sets time limit. - T monitors.

-T checks predictions. - Reject and confirm predictions.

- T tells S to read the advice.

- Read. 1’

- T tells Ss to write a short letter (3-4 sentences), in two groups, of a character from fairy tales which mustn’t be revealed because the opposite group has to guess the “secret” character.

- Listen - To motivate/ involve Ss. - To encourage written/oral fluency. - To gives Ss the opportunity to integrate communicative and speaking skills. - To activate Ss in using the lexis taught in the beginning of the lesson.

groups 3’

- T checks instructions. - Ask Qs if necessary.

- To avoid misunderstanding.

- T divides in 2 groups.

- T sets time limit.

- T monitors.

STAGE TEACHER STUDENTS AIM MATS ORG TIME

- T swaps letters and tells Ss to guess the character.

- To arouse interest. - To provide a stimulus. - To enhance communicative skills through the Agony Aunt Column.

Groups 2’

- T checks predictions. - Respond. - Practice pronunciation & fluency. - Reject and confirm predictions.

- T tells Ss to write a shore advice.

- Listen. 5’

- T checks instructions. - Ask Qs if necessary.

- To avoid misunderstanding.

- T sets time limit.

- T monitors. - T gets feedback. Post reading / Follow up

- T writes on board: “Once upon a time… & …and they lived happily ever after.” T tells Ss to take a piece of paper & start writing their own fairy tale and every 1 minute Ss have to pass their papers to their partner at their right and when they receive their own paper with their fairy tale, Ss have to end it using the ending phrase which is written on the board.

- Look & Listen. - Provides clear instructions in order to facilitate and avoid any misunderstandings. - To practise writing skills.

Individual

10’

- T checks instructions.

- Ask Qs if necessary.

- To avoid misunderstanding.

- T sets time limit.

- T monitors.

- T gets feedback.

- T tells Ss that they will play a fairy tale Domino. Ss will be divided in two groups & will have some pic. cards. Every Ss has to connect the pic. to the story it is said.

- Listen. - To practice their speaking skills through a non stressful way and at the same time to practice orally the target language. -- To enhance communicative skills through the activity. - To promote accuracy with regard to form and pronunciation through Ss own pace. - To build up confidence in speaking skills. - To provide the end of the lesson a happy and calm environment. - To activate/revise lexical items/ grammatical structure in a fun and productive way.

Domino pics Groups 10’

STAGE TEACHER STUDENTS AIM MATS ORG TIME

- T checks understanding of instructions.

- Ask Qs if necessary.

- To avoid misunderstanding.

10’ cont.

- T divides in 2 groups.

- T gives pic. cards.

- T sets time limit.

- T monitors.

- Groups play. - Activates as group.

MATERIALS – AIDS VISUALS

HO1

The Little Girl and the Wolf By James Thurber

One afternoon a big wolf waited in the dark forest for a little girl to come along carrying a basket of food to her grandmother. Finally a little girl did come along and she was carrying a basket of food. “Are you carrying that basket to your grandmother?” asked the wolf. The little girl said yes, she was. So the wolf asked her where her grandmother lived and the little girl told him and he disappeared into the wood. When the little girl opened the door of her grandmother’s house she saw that there was somebody in bed with a nightcap and nightgown on. She had approached no nearer than twenty-five feet from the bed when she saw that it was not her grandmother but the wolf, for even in a nightcap a wolf does not look any more like your grandmother than the Metro-Goldwyn lion looks like George Bush. So the little girl took an automatic out of her basket and shot the wolf dead.

HO2

Table for warm up: People Places Objects situation Comprehension Qs of the text: Qs for the 1st part: Where was the big wolf waiting for the little girl? What was the little carrying? When the little girl opened the door of her grandmother’s house, what did she see? Qs for the 2nd part: Who was dressed as her grandmother? What did Little Red Riding Hood do when she realised that it was the big wolf?

HO3

HO4