Dydaktyczna rola opowiadań w procesie nauczania języka angielskiego w klasach 4-6 szkoły podstawowej scenariusze lekcji Lesson Plan 1 LEVEL: elementary AGE: 9-11 TIME: 45 minutes SUBJECT: In a dark, dark town... AIMS: to practise using there is/are.. to practise nouns in plural ASSUMED KNOWLEDGE: Students are familiar with: vocabulary connected with the story, i.e. town, road, house, door, stairs, cupboard, dark MATERIALS: copy of the illustrations to the story for each pair of Ss (Appendix 1A) copy of the story (Appendix 1B) ANTICIPATED PROBLEMS: Students may have problems with irregular plural form of the nouns PROCEDURE: Warm-up (5min.) Teacher presents illustrations (Appendix 1A) and asks students to give as many words as possible connected with the pictures. Then students try to guess what will happen in the story.
Activity 1 (5 min.) Listening Teacher tells the story, (Appendix 1B) students listen and look at the pictures. Activity 2 (8 min) Teacher tells the story again and stops for the students to finish the sentences as they remember, ex. In the dark, dark house there is...(ss: dark, dark door). Activity 3 (10 min.) Group-work Teacher asks students to think of the answer to the question What is in the cupboard? and create the ending of the story. Students work in groups of three or four and make sentences containing an adjective and a noun, ex. There is an old elephant in the cupboard. Activity 4 (15 min.) Checking Teacher draws an open cupboard on the BB. Each group reads their sentences aloud and write two the best in the cupboard drawn on the BB. Students copy them into their notebooks. Homework Students have to find three new words in the dictionary and use them in three sentences that start with there is/are... Sources: 1.The text of the story In a dark, dark town taken from Storytelling with children by Andrew Wright, OUP 1997
Lesson Plan 2 LEVEL: elementary AGE: 9-11 TIME: 45 minutes SUBJECT: The little white cat - storytelling AIMS: to practise listening skills to teach some selected words from the text NEW LEXIS: broom, cottage, brush, chimney sweep, bag of soot, witch, blind ASSUMED KNOWLEDGE: Students are familiar with: Present Simple and Present Continuous Tenses most words and phrases included in the text MATERIALS: copy of vocabulary list with the pictures for all Ss (Appendix 2A) copy of the story (Appendix 2B) cards with the sentences from the story (Appendix 2C) ANTICIPATED PROBLEMS: Students may feel discouraged when faced with listening to the story without having the text in front of them. PROCEDURE: Warm-up (5 min.)
Students are presented with the pictures depicting new vocabulary (Appendix 2A) that will appear in the story. Teacher makes sure that students can predict the meaning, then gives each pair of students one word and asks them to create a sentence using it. Students read aloud their sentences. Activity 1 (12 min.) Group-work Teacher writes new words on the BB in two columns but in different order. Then divides students into two groups. One person from the group comes to the column. Teacher says one of the words in Polish and representatives of the groups should find and point to its English equivalent on the BB as quickly as possible. The rest of the group can help him/her by shouting up or down. Once the word is identified the student reads it aloud and writes the meaning next to it. After completing all the column on the BB students copy it into their notebooks. Activity 2 (10 min.) Listening Teacher tells the story (Appendix 2B), students listen and look at the pictures to help them understand it better. Activity 3 (5 min.) Pair-work Each students gets a piece of paper with the half of the sentence from the story (Appendix 2C). Students walk around the class to find a person with the second half of their sentence. Students who have the same sentence sit together. Activity 5 (10 min.) Checking Teacher tells the story again. Students check if their sentences are correct. When each pair hears their sentence, they raise their hands. Teacher stops and students read their sentence. Homework Students have to make story scrabble based on the sentence from the story: THERE IS A LITTLE WHITE CAT. Students write words from the story including the letters given. (Appendix 2D) Sources:
1. The text of the story The little white cat and exercises (half-sentences, story scrabbles) taken from Storytelling with children by Andrew Wright, OUP 1997 Lesson Plan 3 LEVEL: elementary AGE: 11-12 TIME: 45 minutes SUBJECT: Nasrudin the story of a carpenter and his assistant AIMS: to teach and practise definite article the to practise indefinite article a/an to practise reading skills ASSUMED KNOWLEDGE: Students are familiar with: Present Simple and Past Simple Tenses indefinite article a/an MATERIALS: set of domino cards for each pair of Ss (Appendix 3A) set of a summary sentences for correction (Appendix 3B) copy of the story with the articles removed for each group of 3 or 4 Ss (Appendix 3C) copy of the story (Appendix 3D) copy of homework exercise for all Ss (Appendix 3E) ANTICIPATED PROBLEMS:
Students may not remember the usage of the article a/an when a written form of a word starts with a consonant (vowel) but is pronounced as a vowel (consonant) sound, ex. an hour, a university. PROCEDURE: Warm-up (8 min.) Teacher asks students what they remember about the article a/an. After a short revision students work in pairs and put together the domino cards. (Appendix 3A) Activity 1 (10 min.) Grammar Teacher writes the article the on the blackboard, explains that it is used when we mention a specific thing or things again or when the context tells us which specific things we mean or there is only one of them. Teacher also provides students with examples. (She s got a car. The car is green. Open the door. The flowers in our garden are beautiful.) Students make notes in their notebooks. Activity 2 (7 min.) Finding the mistakes Teacher writes on the blackboard 6 sentences that are a short summary of the story students are going to read (Appendix 3B). Some of the sentences contain mistakes concerning the usage of the articles. Students find the mistakes, explain why they think the sentences are incorrect and correct them. Activity 3 (10 min.) Group-work Teacher divides students into groups of 3 or 4 and gives each group a copy of a story, from which the articles have been removed (Appendix 3C). Students complete the text with proper articles. Activity 4 (8 min.) Checking Students check the text by acting out roles of carpenter, assistant and narrator (Appendix 3D). Homework Students have to circle the correct articles in a short text. (Appendix 3E) Sources:
1.The text of the story Nasrudin taken from Techniques and Resources in Teaching Grammar by Marianne Celce-Murcia and Sharon Hilles, OUP 1994 2.Homework exercise taken from Adventures intermediate, student s book by Ben Wetz and Mick Gammidge, OUP 2005 Lesson Plan 4 LEVEL: elementary AGE: 11-12 TIME: 45 minutes SUBJECT: Stone Soup a story AIMS: to teach and practise the usage of some and any to revise vocabulary connected with food to enhance ability to predict the meaning of unfamiliar words from the context ASSUMED KNOWLEDGE: Students are familiar with: Present Simple and Past Simple Tenses names of food and drink MATERIALS: some pieces of paper of different colours copy of the story for all Ss (Appendix 4A) recording of the story on the cassette copy of the pictures of different kinds of food and drink for all Ss (Appendix 4B) copy of homework exercise for all Ss (Appendix 4C)
ANTICIPATED PROBLEMS: Students may have problems with understanding some unknown expressions and may need some prompts to deal with them. PROCEDURE Warm-up (5 min.) Students work in pairs. Each pair picks one of the colour cards and thinks of as many things to eat or drink connected with the given colour as possible (ex. yellow lemon, banana, pear, apple juice, cheese, etc.) and the rest of the class tries to guess the colour. Activity 1 (10 min.) Listening Students read and listen to the recording of the story (Appendix 4A) and underline words they don t understand. When the story is finished each student reads aloud sentences which caused problems and all students try to guess the meaning of the new word from the context. Activity 2 (15 min.) Grammar Students look at the story again and search for sentences with words some and any and write them on the BB in two columns. Teacher elicits their suggestions for the usage and meaning of these words based on the given examples. Then teacher asks students to complete the following rules: We use... for affirmative statements. We use...for negative statements and questions. Activity 3 (8 min.) Role - playing Students read the story again acting the roles of the narrator, the old woman and the tramp, paying special attention to the usage of new words. Activity 4 (7 min.) Grammar Without looking into the text students say what the tramp used in his soup. They use the cards with pictures (Appendix 4B). One student chooses a product (ex. milk) and asks a student sitting next to him: Did he use any milk?. The next student answers: No, he didn t use any milk and asks the next student about another product, ex. Did he use any carrots? Yes, he used some carrots. The rests of the class checks if all students answer correctly. The activity is finished when all the pictures are used.
Homework Students have to complete the sentences with some, any and some new words from the story. (Appendix 4C) Sources: 1. The text of the story Stone Soup and the pictures taken from Project 2, student s book by Tom Hutchinson, OUP 2002 2. Homework exercises taken from Project 2, workbook by Tom Hutchinson, OUP 200 Lesson Plan 5 LEVEL: elementary AGE: 12 TIME: 45 minutes SUBJECT: Dr. Dread a story. AIMS: to teach and practise adverbs to teach selected words from the story to revise selected adjectives NEW LEXIS: empty, whisper, enemy, take off, grab, lock, pull, push ASSUMED KNOWLEDGE: Students are familiar with: meaning and the usage of some basic adjectives Past Simple Tense MATERIALS: copy of the story with the pictures for all Ss (Appendix 5A) cassette with the recording of the story
copy of the exercise for all Ss (Appendix 5B) ANTICIPATED PROBLEMS: Students may not remember some irregular verbs in Past Simple and some teacher s explanation may be needed. PROCEDURE: Warm-up (5 min.) Teacher writes on the BB the following words in two columns: empty full whisper shout enemy friend take off land grab throw lock open pull push and explains that words from the left column are new but students can figure out their meaning as they are opposites of the words from the right column. Then students are given 1 minute to remember as many pairs of words as possible. After this time teacher clears the BB and writes the words in the jumbled order. Sudents match the opposites they are able to recollect. After making sure that the meaning of all the words is known teacher explains that they will encounter this vocabulary in the text they are going to read. Activity 1 (5 min.) Speaking Students look at the pictures and find the names of the characters from the story (Appendix 5A). Then, still using the pictures as the prompts, teacher elicits from students some predictions about the plot of the story by making them answer the questions containing new vocabulary: Who is Luke s enemy? Why did the guard lock the door? What did Kirsty throw over the guard s head? Where did Luke run after he grabbed the gun? Was Dr. Dread s bag empty? Why? Who took off the plane? Activity 2 (5 min.) Listening and reading Students read and listen to the story and number the pictures in the correct order. (Appendix 5A)
Activity 3 (8 min.) Checking Each student is alloted one picture (signed with a letter) and has to write one - two sentences about what happened in the story in this picture. Students read the letter of the picture and the sentences in order they noted during listening to the recording (ex.1. pic.b Luke Ryan and Kirsty were in a strange room with Luke s old enemy Dr. Dread. Dr. Dread had the computer chip.). If what they reach at the and of the activity is a short summary of the story, it means the pictures were put in the correct order. Activity 4 (7 min.) Grammar Teacher asks students to find in the text and complete the following sentences: 1) That guard is very... (slow). 2) Oh, it was...(easy), said Kirsty. 3) Luke Ryan opened his eyes...(slowly). 4) I think we can escape...(easily). When they are ready with the sentences teacher asks students to find what the missing words refer to in the first two sentences (they describe nouns and they are adjectives) and in the last two sentences (they describe verbs and they are adverbs). When students are able to distinguish the difference between those two pairs of words, teacher asks students to produce the rule for making adverbs (by adding ly to an adjective). Activity 5 (5 min.) Grammar Students have to find in the story all adverbs that end with -ly and write them on the BB together with verbs they describe. Activity 6 (5 min.) Grammar Students are to complete the next three sentences from the story, answer if the missing words are adverbs or adjectives and justify their opinions: 1) You did that very...(well). 2) They drove as...(fast) as possible to the airport. 3) He quickly grabbed the bag and pulled...(hard). Teacher explains that these are exceptions to the rule produced in the previous activity. Activity 7 (5 min.) Grammar revision
Students are given 10 sentences and have to choose the correct word (adjective or adverb) to complete them. (Appendix 5B) Homework Students have to write the beginning of the story (what happened before) using in their works at least 5 adverbs. Sources: 1. The text of the story Dr. Dread and the exercise taken from Project 2 student s book by Tom Hutchinson, OUP 2002
Appendix 1A
Appendix 1B In a dark, dark town In a dark, dark town There is a dark, dark road. And in the dark, dark road There is a dark, dark house. And in the dark, dark house There is a dark, dark door. Go in the door. There are some dark, dark stairs. Go up and up and up and up And up and up and up The dark, dark stairs. Now... There is a dark, dark room. Go in the dark, dark room. In the dark, dark room There is a dark, dark cupboard. Open the dark, dark cupboard. What is there?
Appendix 2A
Appendix 2B The little white cat Once upon a time there was a little white cat. This little white cat has six brothers and sisters. They are all black and her mother and father are black. The little white cat doesn t know that she is white. She thinks she is black, too. The little white cat grows older and older and bigger and bigger. One day the little white cat says, Do I want to be a farmer? No. Do I want to be a teacher? No. I know I want to be a witch s cat! So the little white cat says to her mum, Goodbye, mum! I m going to be a witch s cat! O, that s nice! says the little white cat s mum. Goodbye! Come and see us soon. The little white cat looks for a witch. She walks and she walks and she walks. At last she finds a witch. Hello, witch. Have you got a cat? No, I haven t got a cat. Well, I m your cat! says the little white cat. No, you re not! You re white. Witches have black cats. Go away! The poor little white cat! She is so sad! But she looks for another witch, and she walks and she walks and she walks. At last she finds another witch. Hello, witch. Have you got a cat? No, I haven t got a cat. Well, I m your cat! says the little white cat. No, you re not! You re white. Witches have black cats. Go away! The poor little white cat! She is so sad and so hungry. She hasn t got a job. She hasn t got any money. She hasn t got any food. She is so hungry and so weak. But she looks for another witch and so she walks and she walks and she walks. At last she comes to a cottage. There is a chimney sweep sitting behind the cottage. He is eating his lunch, sandwiches and cake. Hello, you are a poor little cat. What s wrong? I m so weak, I m so hungry. I haven t got a job and I haven t got any money. Well, here s a sandwich. Thank you! says the little white cat.
The little white cat eats the sandwich and then she feels better and stronger. Then she looks at the chimney sweep s bag of black, black soot. She puts in her paw. She looks at her paw. It s so black! She puts in her leg. She looks at her leg. It s so black. She jumps into the bag and then she jumps out of the bag. You are so black! Now you are a little black cat! Am I? Am I a black cat? That s good because I m going to be witch s cat! You are lucky! You are so lucky! This is a witch s cottage! She is sitting in the rocking chair in the front door! The little white cat the little black cat walks around the house to the front door. There is the witch sitting on her rocking chair in the sunshine. Her eyes are closed. Hello. Have you got a cat? No, I haven t got a cat. Well, I m your cat! says the little white cat. Oh, that s nice! Jump on my knee. Oh, you are a nice little cat! The witch strokes the little white cat the little black cat. Then she says, What a pity, I can t see you because I m blind.
Appendix 2C Half-sentences The little cat has The little cat doesn t know I m going to be The little white cat looks for a Witches have Go She is so sad At last she comes to I m so weak and She jumps into the bag Now you are That s good because She is sitting Oh, you are What a pity, I can t see you six black brothers and sisters. that she is white. a witch s cat! witch. black cats. away! and so hungry. a cottage. I m so hungry. and then she jumps out of the bag. a little black cat! I m going to be a witch s cat! in the rocking chair in the front door. a nice little cat! because I m blind. Appendix 2D Story scrabble example H D S H B S A S B T O T H E R E I S A L I T T L E W H I T E C A T. E R O X N S HO A A S S R T D T I O C T N E W H I T E E N K N O W T E R K P A R E N T S S S
Appendix 3A Domino students teacher a hour an yellow book a. apple an an elephant windows a university an honest man a house.
Appendix 3B Summary sentences Find and correct the mistakes: 1. Some time ago there was a carpenter. 2. A carpenter had a lot of work to do. 3. He put a advertisement in the paper. 4. Only one person answered the advertisement. 5. The strange weak-looking man applied for the job. 6. Soon an man cut down all a trees. Corrected sentences: 1. Some time ago there was a carpenter. 2. The carpenter had a lot of work to do. 3. He put an advertisement in the paper. 4. Only one person answered the advertisement. 5. A strange weak-looking man applied for the job. 6. Soon the man cut down all the trees.
Appendix 3C Nasrudin Once upon a time there was... carpenter who had so much work to do that he decided he needed... assistant. He put... advertisement in... paper, and soon someone came to apply for... job.... carpenter was surprised and disappointed when... strange, weak-looking man named Nasrudin appeared at... door. At first,... carpenter didn t want to hire Nasrudin because he didn t look like he could even lift... toothpick; however, as no one else answered... advertisement,... carpenter finally said: OK, I ll give you... chance. Do you see... forest over there? Take my axe and chop as much lumber as you can. At dusk Nasrudin returned, and... carpenter asked: How many trees did you chop down? All... trees in... forest, Nasrudin replied. Shocked,... carpenter ran to... window and looked out. There were no trees left standing on... hillside. Nasrudin chopped down... entire forest.... astonished carpenter asked Nasrudin: Where did you learn to chop the lumber? In the Sahara Desert, Nasrudin answered. That s ridiculous, laughed... carpenter. There aren t any trees in the Sahara Desert. There aren t any now, Nasrudin replied.
Appendix 3D Nasrudin Once upon a time there was a carpenter who had so much work to do that he decided he needed an assistant. He put an advertisement in the paper, and soon someone came to apply for the job. The carpenter was surprised and disappointed when a strange, weak-looking man named Nasrudin appeared at the door. At first, the carpenter didn t want to hire Nasrudin because he didn t look like he could even lift a toothpick; however, as no one else answered the advertisement, the carpenter finally said: OK, I ll give you a chance. Do you see the forest over there? Take my axe and chop as much lumber as you can. At dusk Nasrudin returned, and the carpenter asked: How many trees did you chop down? All the trees in the forest, Nasrudin replied. Shocked, the carpenter ran to the window and looked out. There were no trees left standing on the hillside. Nasrudin chopped down the entire forest. The astonished carpenter asked Nasrudin: Where did you learn to chop the lumber? In the Sahara Desert, Nasrudin answered. That s ridiculous, laughed the carpenter. There aren t any trees in the Sahara Desert. There aren t any now, Nasrudin replied. Appendix 3E Circle the correct articles. Edna went on (1) an / the interesting journey across Egypt. She started (2) a / the journey in (3) a / the small boat on the river Nile. Edna liked (4) a / the boat because it was slow and quiet, and she had (5) a / the good time. After that she found (6) an / the old man who sold animals. Edna bought (7) a / the camel from (8) a / the man to ride across the desert. Very soon Edna discovered that she had (9) a / the problem. (10) A / the problem was that she couldn t control (11) a / the camel. It didn t understand English!
Appendix 4A Stone Soup One day a tramp came to an old woman s house. Excuse me, said the tramp. I m very hungry. Have you got anything to eat? But the old woman was very mean. Go away, she said. I haven t got any food for you. Oh, said the tramp, Well, have you got any water? You see, I ve got a magic stone and I can make soup with it. But I need some water. A magic stone, eh? said the mean old woman. Yes, I ve got some water. She fetched a big saucepan of water and put it on the cooker. The tramp put the stone into it. After a while he tasted the soup. Mmm. It s very good, he said. Have you got any salt and pepper? The old woman fetched some salt and pepper. Mmm. That s better, said the tramp. It really needs some vegetables. It s a pity you haven t got any vegetables. Oh, I can find some vegetables, said the old woman. She ran into the garden and brought back some potatoes, carrots, beans and a big onion. The tramp put the vegetables into the saucepan. Is it ready now? asked the old woman. Almost, said the tramp. It really needs some meat. It s a pity you haven t got any meat, Oh, I can find some meat. said the old woman. She ran to the cellar and came back with some ham and some sausages. The tramp put them into the saucepan. Right, said the tramp after a while. I can t see the stone now, so the soup is ready. Bread is very good with stone soup. It s a pity you haven t got any bread. Oh, I can find some bread, said the woman. She went to the cupboard and fetched a loaf of bread, some butter and a bottle of wine. She put them on the table with some knives, forks and spoons. Mm, this is delicious, said the old woman when she tasted the soup. And you made it with just that magic stone. The tramp smiled, picked up his knife and cut another slice of bread.
Appendix 4B
Appendix 4C I. Put in some or any. 1. We need... butter. 2. I haven t got... money. 3. Do we need... vegetables? 4. I can t find... disks. 5. I m going to have... soup. 6. I must get... new shoes. 7. Is there... milk in the fridge? 8. Have you got... sisters? 9. This soup needs... salt in it. 10. There aren t... letters for you. 11. We haven t got... homework. 12. Have we got... orange juice? II. Complete the sentences with these words. delicious mean magic ill hungry idea anything ready same pity 1. The old woman didn t want to give the tramp any food because she was.... 2. Have you got... to eat? I m.... 3. This cake tastes very good. It s.... 4. I m hungry. Is dinner...? 5. I didn t want to go to the party because I was.... Oh, that s a.... 6. I m going to have a pizza. Yes, I m going to have the.... 7. Does Megan like fish? I ve got no.... 8. This is a... bottle. It can turn water into wine.
Appendix 5A Dr. Dread Luke Ryan opened his eyes slowly. He was on a bed in a strange room. Kirsty was there, too. Are you all right? she asked quietly. It doesn t matter. You are both going to die. It was Luke s old enemy, Doctor Dread. He laughed horribly. I ve got the computer chip now. So goodbye, Mr Ryan. He left the room and the guard locked the door. It looks like the end, said Kirsty sadly. No, we must stop him, said Luke. With that chip he can destroy all the world s satellites. I know, said Kirsty. That guard is very slow. I think we can escape easily. She pointed to the blanket on the bed and whispered to Luke. That s a good idea, said Luke and he started to shout very loudly. Oh, my stomach. Help! My stomach! Help! The guard rushed in. What s all that noise? he said. Kirsty threw the blanket over the guard s head. Luke hit him hard in the stomach and quickly grabbed his gun and the keys. You did that very well, said Luke, as they locked the guard in the room and ran out. Oh, it was easy, said Kirsty. There was a car in the street. Luke pushed the driver out and they drove as fast as possible to the airport. When they arrived at the airport, they saw a small plane. That s Dead s plane, said Luke. They ran to the plane. It was empty, so they got in and hid behind the seats. Soon Doctor Dread got into the plane. He carefully put a bag on the seat next to him, started the plane and took off. Ten minutes later, when they were over the sea, he looked at the bag. With that chip I m going to be master of the world, he said proudly. No, you aren t, shouted Luke. He jumped up from behind the seat and grabbed the bag. Give that to me, said Doctor Dread. He quickly grabbed the bag and pulled hard. But he pulled too hard. The door behind him suddenly opened and he fell out. With the bag in his hand he fell down and down and down into the sea. Kirty flew the plane back to the airport and they landed safely.
Appendix 5B Choose the correct word to complete the sentences. 1) The car was very slow / slowly. 2) Kirsty flew the plane safe / safely. 3) Luke can drive very good / well. 4) Doctor Dread grabbed the bag quick / quickly. 5) Luke made a loud / loudly noise. 6) Doctor Dread spoke quiet / quietly. 7) He was a horrible / horribly man. 8) We re safe / safely now, said Luke happy / happily. 9) Doctor Dread put the chip in the bag careful / carefully. 10) He pushed Luke very hard / hardly.