Learners read the story working on unfamiliar words to the text. They got full information of the story and ready to do some post-reading activities
Plan
Planned timings
Planned activities
Resources
0-5 minutes
6-10 minutes
11-15minutes
Lesson hook.
Teacher shows a picture of the story and asks what they see (for less motivated students). They recall the title of the story “Godlilock and the three bears”. Then she may ask where this episode took place in the story.
For more motivated students she shows a video of the cartoon without sound for 30-50 seconds. Then she may ask what cartoon characters are talking about.
After the short conversation, she introduces the lesson objectives and asks them to put them down on their copy books:
To do vocabulary revision on this story
Make up sentences using those words
Use those words in your speech. (sequencing activity, role-play, ).
Middle
16-26minutes
27-35minutes
36-40minutes
41-61minutes
62-65minutes
66-78minutes
The first post-reading activity.
Teacher asks learners to find true or false statements. This task will be presented as a formative assessment at the end they may check for their text comprehension using assessment criteria. (if they collect 6 score out of 8 they could manage this task and can be praised with a star). The answers will be checked with the help of the teacher. In order to evaluate their work they may check each other’s work.
We read the story about 2 bears and a princess. F
The girl’s mother asked her daughter to go to the shop to buy some bread. F
The girl likes to go for a walk. T
She meets 2 bears on the road to the shop. F
Bears were very friendly to the girl. T
When she comes to the bears’ house, she eats baby bear’s porridge. T.
She likes mother bear’ bed, because it is too soft. F.
She gets home with three bears. F.
The second post-reading activity.
The quick vocabulary revision. Teacher shows a list of words from the story and they together revise for meaning:
To pick up flowers, to lose her way, to belong to, porridge, to smell, big bowl, feet were sore, to climb up the stairs, to scream, to fall asleep, to wake someone up, to apologize , to become friends
The third post-reading activities.The teacher distributes the tasks according to their levels. She explains their functions and shows assessment criteria. Learners are given 20 minutes for preparation.
Less able students are given to make up sentences using the words above.
More able students should make up a story using those words.
High motivated students act out the story in three or four pupils. They have to be reminded that this group of learners should have a narrator.
Formative assessment. Students are informed how they are going to be assessed by the following criteria:
Creativity-10
Presentation skills-10
Language (Grammar and usage of new words)
Teacher nominates group of learners according to their performance. Learners give peer feedback such as: Well done! Great job, The best actors and actresses, The super English speakers and so on. Teacher praises learners’ performance and suggests an improvement.
They start performing their tasks. Each group or peers listen to their peers’ performance and assess each other according to the assessment criteria.
End
78-80
Learners complete an evaluation of what they did during the lesson by circling one word in each statement:
I can understand: all / most of / some of the story in the video.
I can understand: all / most of / some of the story when I read it.
I can say: all / most of / some of the words in the role-play.
