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: Age of Student: Course book used: No of hours per week: Previous contact with English: With this teacher: Pre Intermediate (Adults) 25 - 30 Class meets 2 times for 120 minutes 1 year average 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
Pronunciation of new words The may be unfamiliar with the word and topic :Fairy tales The flowchart activity may be confusing

REMEDIES
Chorally and individual repetition To provide visuals from many fairy tales. 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 Warm up Lead in

TEACHER - T puts a song of a common fairy tale while Ss are coming to class. - T greets Ss & asks how they are. -T asks Ss if the song reminds them something when they where young, at their childhood. -T elicits the target language: fairy tale using various pics of fairy tales. - T makes a chart on board to elicit more info about fairy tales.(Look at the end to see the chart.) - 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. - T elicits with which common phrase every fairy tale starts and ends with.

STUDENTS - Listen

AIM - Stimulate interest. - To activate the feeling that Ss are in an imaginary world. - To generate a calm & friendly environment. -To activate background knowledge on the subject. - To introduce the lesson topic in a motivating way. - To assist Ss to elicit more info about fairy tales from their background knowledge. -To arouse curiosity for what will come next. - Introduce new lexis necessary for the comprehension of the story. -To activate background knowledge. - To raise interest. - To motivate Ss. CD

MATS

ORG Plenary

TIME 1

- Respond. -Respond.

Plenary

1 1

-Respond.

Pics

- Respond.

Pics

-Reply.

Pics,Board

- Respond.

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

- Look & Listen.

Act out, story board

- Listen.

- Listen & reply.

- Respond.

- Check comprehension. - To enhance speaking skills. - To provide Ss with the opportunity to skim for specific info. -To stimulate curiosity. - To give purpose for reading the story.

STAGE

TEACHER - T gives Ss the text (HO1) to find out what happened. - T asks if predictions were correct.

STUDENTS - Read.

AIM - Practise reading skills. - Read for specific info. - Reject/Confirm expectations. - Practice pronunciation & fluency. - Practice speaking skills.

MATS HO1

ORG
Individual

TIME 3

- Read & reply.

Plenary

- T asks comprehension Qs of the ending of the story. (Look at the end of the lesson plan to read the comprehension Qs.) - 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? - T gets feedback. - T summarize by explaining the meaning of the story and telling Ss that thats the moral. - 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. - T gets feedback. - T gives HO2 (flowchart) to Ss. - T tells Ss to fill in, using notes, the flowchart, in pairs, using the story for guidance.

- Listen & reply.

- Respond.

- Check comprehension. - To enhance speaking skills. - To provide Ss with the opportunity to skim for specific info. - To introduce the moral of the story. - To pre-teach the meaning of the word moral in a simple way. - To give clear examples in order to understand the meaning of the word moral. - 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.

HO1

- Listen.

- Look.

HO2 - Listen - To check comprehension of the story. - To provide Ss with the opportunity to skim for specific info. - To enhance speaking skills. - To provide clarifications on the instructions in order to avoid any misunderstanding. pairs

1 6

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

- Asks Qs if necessary.

STAGE

TEACHER - 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. -T gets feedback. - T elicits phrases of advice and writes them on board. (ex. it would be nice, why not etc.) - T gives HO3 & tells Ss:Pls read this article which has been taken form an Agony Column, thats how these articles of advice are called and guess in pairs which character, from fairy tales, is he or she. - T checks instructions.

STUDENTS

AIM

MATS

ORG

TIME

- Reply.

- To facilitate the writing activity that is to follow. - To activate background knowledge. - To set the situation in which the new language is to be embedded. - To elicit/revise the already taught grammatical phrases. - Provides clear instructions in order to facilitate and avoid any misunderstandings. - To stimulate curiosity. - Give purpose for reading. - To practice fluency and accuracy. - To avoid misunderstandings. board

Plenary

- Respond.

Plenary

- Listen

HO2

Pairs

- Asks Qs if necessary.

-T divides in pairs. - T sets time limit. - T monitors. -T checks predictions. - T tells S to read the advice. - T tells Ss to write a short letter (3-4 sentences), in two groups, of a character from fairy tales which mustnt be revealed because the opposite group has to guess the secret character. - Read. - Listen - Reject and confirm predictions.

1 groups 3

- T checks instructions. - T divides in 2 groups. - T sets time limit. - T monitors.

- Ask Qs if necessary.

- 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. - To avoid misunderstanding.

STAGE

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

STUDENTS

AIM - To arouse interest. - To provide a stimulus. - To enhance communicative skills through the Agony Aunt Column. - Practice pronunciation & fluency. - Reject and confirm predictions.

MATS Groups

ORG

TIME 2

- T checks predictions.

- Respond.

- T tells Ss to write a shore advice. - T checks instructions. - T sets time limit. - T monitors. - T gets feedback. - 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. - T checks instructions. - 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. - Ask Qs if necessary. - To avoid misunderstanding.

Post reading / Follow up

- Look & Listen.

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

Individua l

10

- Ask Qs if necessary.

- To avoid misunderstanding.

- 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 - T checks understanding of instructions.

STUDENTS - Ask Qs if necessary.

AIM - To avoid misunderstanding.

MATS

ORG

TIME 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 grandmothers 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 MetroGoldwyn 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 grandmothers 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