Delta Lesson Plan: Name: Paraskevi Andreopoulou Date: July 30th 2008

Resources & Materials

Procedure
Stage: Teacher Activity Learner activity Aims Materials Interaction Time
Lead in: T shows …….. To present vocabulary 10’
Elicits ‘fairy tale” Ss respond to teacher’s thematically, to activate Ss Visuals
questions schemata downloaded from Plenary Mode
Shows visuals and elicits/teaches the web
well, thieves, gold, & jewellery and To arouse their interest
Pre-reading: checks, e.g. Repeat new words chorally WB and
and individually To learn their
• What does this photo show? pronunciation blu-tak
(jewellery)
• Who usually wears it? Why? To speculate about content
• Is it something that others can Offer ideas about the To motivate Ss to read and
content of the story provide a reading purpose
take from us? Why/Why not?

T tells Ss these words are in a story.

What is the story about?

T gives them these words (well,

thieves, gold, & jewellery) to guess Ss read words and suggest To predict content and plot WB Whole class 3-4’
what happens in a story they are ideas; guess WHO, WHERE,
going to read WHAT HAPPENED

Tasks Ss to read the text again and Ss answer the WHO, to confirm their predictions
answer WHO, WHERE and WHAT WHERE, WHAT HAPPENED to read for gist WB
HAPPENED in their handouts task in the text and copy Individual Work 4-5’
While – from the w/b HO1 & HO2
reading scan

T asks them to read again and find Ss read the text and look
out what the thieves can do at for specific information in
eleven o’ clock and why. the text
 T asks Ss to check ideas in pairs
To check their answers None Pair Work 2-3’
Ss check ideas with their
partners and report to class

Stage: Teacher Activity Learner activity Aims Materials Interaction Time

After class feedback, T draws the
While attention of the Ss to the words –
Reading “hole” and “through” , and asks
Cont. them to look at the handout at the
three photos and try to find out
which is the best photo for each
word
T hands out slips of paper with the
continuation of the story and tells
Ss:
“Now, this is what happens next,
but, unfortunately, it’s not into the
correct order; get these slips of
paper, Group A these- Group B-
those”
T reads out story to class
After feedback, T invites Ss to retell
Post reading the story, in a circle;
(a):
T starts to retell the story and stops
(Language at numbered points, asking from Ss
Focus): to repeat in their numbered
flashcards what happened.
Ss look at the handout with To expand Ss vocabulary , HO 3
the photos/drawings and
try to work out, with the To work out the meaning of 1-2’
aid of visuals, what the unknown words from the Individual
word means context
Ss get the slips of paper and To introduce Ss to the Cut up slips of 5-6’’
re-order them; they try to continuation of the story paper from the
find out what happens next third text of the Groups
to motivate and to further readers
predict content
Ss listen to confirm their
predictions and reorder the to check predictions and Whole class 3-4 mins
strips of paper listen for information
Ss start retelling the story To enable Ss to revise the Flashcards of the
using the highlighted word Simple Past forms in the story with Plenary Mode 5-6’
on the slips of paper, saying narrative accurately, to highlighted verbs
“They took my friend’s retell the story to repeat
gold......” and to enable them to
practise reading skills
(reading aloud)
Further After class feedback, T asks Ss: Ss volunteer their ideas and To enable Ss to further
Prediction : “What do you think happens in the opinions freely predict the end, to allow None Plenary Mode
end? for freer communication, 2-3’
and to promote authentic
“How do you want the story to interaction
finish? Why”

Stage: Teacher Activity Learner activity Aims Materials Interaction Time

Reading and
listening After class feedback, T tells Ss that Ss get the copies of the end To listen to the end of the Copies of the end Plenary Mode 5’
she will read out the end of the and follow the teacher story first , of the story
story to them and see what really along to confirm their
happens. predictions in the end
and to practise their aural
skills (stress, rhythm,
intonation, rate of speech,
fillers, pauses)
After feedback, T asks Ss if they Ss listen to the T and justify To promote authentic
Follow- Up: liked the end or not and explain why their opinions. interaction None Plenary Mode 2-3’
or why not.

T asks Ss if they would like to have a

copy of the whole story to read at APPROX 55 mins
home and hands it out

Asks Ss to practice reading it aloud

for pronunciation.