THE THREE LITTLE PIGS by ROALD DAHLPresentation Transcript
LESSON PLAN:THE THREE LITTLE PIGSREVOLTING RHYMES BY ROALD DAHL
INTRODUCTION: We have chosen the Three Little Pig´s adapted tale by Roald Dahl in order to teach the different materials that the things are made of. We focused on the English Language, concretly on the structure TO BE + MADE + OF. We´ve used this tale because it´s enjoyable and very funny and it has a surprising ending, so we have found it very attractive to our pupils. We are in contact with the music teacher, with the new science teacher and also with the technology teacher to prepare a whole project where all the lesson plans are taught round the same themes.
TARGET READERS AGE: Lower Secondary. English Level: A2 (Grade 1) 25 students
TEACHING CONTEXTEnglish language learning class at a bilingualcollege.
RESOURCES: Chairs and desks. teacher’s magazine Spins Authentic materials Flashcards Scramble sentences Literary Tale Language games Video CDs Role plays Games DVDs Surveys Book Test Workbook Grammar quizzes
TEACHING OBJECTIVESLITERARY:1. Introducing them into English Culture through this piece.2. Enjoying with English literature.3. Being able to create your owntraditional tale adaptation, using thenames of the different materials theyhave learnt at class.
TEACHING OBJECTIVES LINGÜISTIC: Understanding typical expressions related to the materials that the things are made of. Connecting the theme with the lesson plan we´re explaining at class. (LESSON 4: GO TO COMERCIAL CENTRE AT THE JEWELRY) Using the passive voice correctly, making use of the verb “to be” as an auxiliary verb, the past participle of the verb “to make”, the preposition “of” and the names of materials.
TEACHING OBJECTIVES Recognizing the different materials and where they come from. Acquiring new vocabulary about materials the things are made of, specially the things we can buy at a commercial centre. Listening and watching videos. Producing sentences using the passive voice. Improving the five skills: listening, speaking, writting, reading and interaction. Asking for things, choosing answers,recieving info.
TEACHING OBJECTIVESCROSS-CURRICULAR: Learning a song at musical class. Identify the materials and where they come from at New Science Class. Giving an account of their creativity. Being critic with the traditional tales. Knowing that the goals are getting with some effort. Participating with the whole class.
TEACHING OBJECTIVESMUSICAL CLASS Improve the whole children evolution. Learn routines by means of the rules of the games Use the musical language as a game Memorize and recognize some songs Assess the sound Enjoy music Elaborate and express emotions and feelings Assimilate different sound sources
TEACHING OBJECTIVES Discover sound arousing the ear Develop the memory and auditory identification Assimilate sounds Listen, recognize, and reproduce Associate immobility with silence and mobility with sound Enhance powers of memory, intellect, and will Differentiate voices or instruments recognizing their quality
TEACHING OBJECTIVES Promote the curiosity of the child and his interest for musical oration Develop the vocal chords, maintaining an adequate record Repeat sounds Vocalize Communicate with others Obtain consciousness of the existence of natural and artificial sounds Be able to produce sounds from coming from the body Discover the contrast between sound and silence. Use the music as a way to feel emotions. Introduce the children into the nursery rhymes, finger plays and cultural and traditional chants as the same time that we use modern songs.
TEACHING OBJECTIVESNEW SCIENCES CLASS Identify the properties of rocks and minerals. Distinguish the different types of rocks. Relate the evolution of the rocks to the changing environment. Describe the color of the minerals.
TIMING: Ten seasons of fifty minutes each one. The lesson lasts ten sessi0ns at least beacause it includes more than one area. We are focusing on the part b of a complex lesson. The time span for this part is more or less 3 sessions, it depends on the acquired knowledge.
TYPE OF LITERARY Poetry Complete Adapted Version Story – telling video Traditional story
METHODOLOGY1. APPROACH:ContextualDeductiveMultiple intelligences approach because all the subjects are integrated into the whole context.CLT in order to be communicative.The Whole class activities, solo work, in pairs.
METHODOLOGY2. READING: Inside and outside class. Reading, listening and video.
ACTIVITIES. PRE-READING:1. Introduction.2. Learn new vocabulary about the materials which the things are made of.3. Explanation of the passive voice4. Produce sentences while they are learning these new words.5. Do the first part of the lesson plan. At the commercial centre: A Go on shopping.6. Understand dialogues in order to ask for things which are made of several materials.7. At the New Science Class: Start the fifth part of the lesson: The Earth, a changing planet. Different Rocks.8. Awake the Intelligence through the multisensory experiences. Smell, look, touch, taste, listen.
PRE-READING: 1. INTRODUCTION:The commercial centre is a place where you can buy everything, during this lesson, you´re going to learn how to buy clothes and pieces of jewelry using new vocabulary, new structures with the verb to be, the past participle of the verb to make, the preposition of.
PRE-READING: Passive voice: Use of Passive Passive voice is used when the focus is on the action. It is not important or not known, however, who or what is performing the action. Example: My bike was stolen. In the example above, the focus is on the fact that my bike was stolen. I do not know, however, who did it. Sometimes a statement in passive is more polite than active voice, as the following example shows: Example: A mistake was made. In this case, I focus on the fact that a mistake was made, but I do not blame anyone (e.g. You have made a mistake.).
PRE-READING: Form of Passive Subject + finite form of to be + Past Participle (3rd column of irregular verbs) Example: A letter was written. When rewriting active sentences in passive voice, note the following:1. the object of the active sentence becomes the subject of the passive sentence.2. The finite form of the verb is changed (to be + past participle)3. the subject of the active sentence becomes the object of the passive sentence (or is dropped)http://www.ego4u.com/en/cram-up/grammar/passive/exercises
THE FIVE SENSES: Smell Look Hear Touch taste
ACTIVITIES. DURING THEREADING1. Having a look at the vocabulary.2. Guessing the meaning of these words, reading the tale.3. Watch a video tale.4. Listen to the tale.5. Answer some questions about the tale.6. Complete the vocabulary Challenge.7. Correct the mistakes.8. Rearrange the scramble words.
QUESTIONS ABOUT THE THREELITTLE PIGS Who killed the wolf? What is the first house made of? What is the second house made of? What is the third house made of? Who called little Red Riding Hood? What did the third little pig do? Where was the pistol? What is the suitcase made of? What is the Red Riding Hood´s coat made of? Has the end suprised you?
Complete these sentences: The animal I really dig, Above all others is the -----------------. Pigs are noble. Pigs are clever, Pigs are courteous. However, Now and then, to break this rule, One meets a pig who is a fool. What, for ----------, would you say, If strolling through the woods one day, Right there in front of you you saw A pig whod built his house of -----------? The Wolf who saw it licked his lips, And said, "That pig has had his ----------------." “-------------- pig, little pig, let me come in!" "No, no, by the hairs on my chinny-chin-chin!" "Then Ill huff and Ill puff and Ill blow your house in!"
Correct the mistakes. A short while later, through the wool, Came striding brave Snow White. The Wolf stood there, his eyes ablaze, And yellowish, like the sun. His teeth were sharp, his gums were raw, And spit was dripping from his jaw. Once more the maidens eyelid flickers. She draws the pistol from her coat. Once more she hits the vital spot, And kills him with a kiss. Pig, peeping through the window, stood And yelled, "Well done, Miss Riding Hood!"
Rearrange the scramblesentences:1. you never must Piglet, Ah, trust ladies crust upper the from young.2. has PIGSKIN CASE a She TRAVELING.3. But she goes place from place to when.
ACTIVITIES: AFTER READING.1. Review the vocabulary using flashcards.2. Memory game.3. Sing and play: “who is afraid of the big bad wolf?”4. A mimic game.5. Define the objects considering the materials they are made of.6. Test themselves using the proper structure.7. Create a tale with the new materials.8. Who´s who game, describing people, their clothes.
FLASHCARDS CLOTHES JEWELRY MINERALS ROCKS
WHO IS AFRAID OF THE BIG BADWOLF? http://www.youtube.com/watch?v=ShE27Hst _NM http://www.youtube.com/watch?v=cAHpqpq QBio
DEFINE THESE THINGS WORLD CUP MEDAL JUMPER SKIRT WATCH RING NECKLACE
WHO´S WHO GAME Is she wearing a leather skirt? Is he wearing a denim jacket? Is she wearing a silver ring? Is her necklace made of gold? Are his glasses made of cotton? Are her trousers made of denim?
Assessment The assessment is made by a written exam where the pupil has to use the new structures and the vocabulary. This wa
BIBLIOGRAPHY: Roald Dahl, “Revolting Rhymes”, Puffin Books. Cristina Gómez Castro, “Didáctica de la lengua inglesa” Jesús Ángel Gonzalez, “English Literature” VV.AA. “Terra 6, Medio natural, social y cultural”, Vicens Vives. Elisenda Papiol & María Toth “Bugs 6”, Macmillan Heinemann.
BIBLIOGRAPHY: Big Bird´s Yellows Book. Teacher´s Book. Jane S.Zion. Ed. Oxford. Oscar´s bridge to reading book. Katrin Tiitsman. Oxford. Primary reading box. Caroline Nixon and Michael Tomlinson. Ed. Cambridge. Primary Pronunciation Box. Caroline Nixon and Michael Tomlinson. Ed. Cambridge. Grammar Activities. Will Forsyth and Sue Lavender. Ed. Heinnemann. Teaching Oral English. Donn Byrne. Ed. Longman.