1. 1
NATIONAL AND KAPODISTRIAN UNIVERSITY OF ATHENS
SCHOOL OF PHILOSOPHY
FACULTY OF ENGLISH STUDIES
PRACTICE TEACHING
A LESSON PLAN FOR THE 4th
Grade
(2nd
teaching hour)
Student’s Name: Loukissa Eleni I.D Number: 1563200900138
Course Instructor: Mary Drossou
Practice Teaching Mentor: Lilian Bourboudaki
Placed School for Practice Teaching: ΕΚΠΑΙΔΕΥΤΗΡΙΑ ΔΟΥΚΑ
Class: 4th
Grade- (ΤΕΤΑΡΤΗ ΔΗΜΟΤΙΚΟΥ)
Level: Elementary
Date of the Presentation of the Lesson: 23-4-13
Date of submission: 21-5-13
Semester: 8th
Term: Spring 2012-13

2. Πίνακας περιεχομένων
INTRODUCTION (2nd TEACHING HOUR).........................................3
LESSON PLAN- SPECIFIC INFORMATION...................................................4
LESSON’S GENERAL AIM............................................................4
LESSON’S SPECIFIC OBJECTIVES.................................................4
PRIOR KNOWLEDGE..................................................................................................5
LANGUAGE SKILLS...................................................................................................5
CLASS ORGANIZATION............................................................................................5
TEACHING AIDS- MATERIALS................................................................................5
PRE-READING STAGE...............................................................................................6
WARM UP ACTIVITY: 1.............................................................................................6
DESCRIPTION OF THE ACTIVITYTEACHER’S NOTES.............................6
WHILE- READING STAGE..............................................................7
ACTIVITY: 2................................................................................................................7
ACTIVITY: 3.................................................................................................................7
DESCRIPTION OF THE ACTIVITY 2& 3 .................................................................8
TEACHER’S NOTES....................................................................................................8
POST- READING STAGE............................................................................................9
ACTIVITY: 1.................................................................................................................9
ACTIVITY 2- HOMEWORK .....................................................................................10
ACTIVITY: 3...............................................................................................................10
FOLLOW UP ACTIVITY...........................................................................................10
EVALUATION OF THE LESSON PLAN............................................11
PRE- READING STAGE MATERIAL................................................................14
SAMPLE OF THE PRE- READING ACTIVITY (PHOTOGRAPHS)......................15
ACTIVITY: 1.........................................................................15
WHILE READING STAGE .......................................................................................17
...........................................................................................................................17
SAMPLE OF THE TEXTS..........................................................................................17
ACTIVITY: 2..............................................................................................................18
ACTIVITY: 3..............................................................................................................19
POST- READING STAGE..........................................................................................20
ACTIVITY: 1...............................................................................................................20
ACTIVITY 2- HOMEWORK......................................................................................20
ACTIVITY: 3...............................................................................................................22
FOLLOW UP ACTIVITY...........................................................................................22
ANSWER KEY...........................................................................................................23
PRE-READING STAGE ............................................................................................23
WHILE- READING STAGE......................................................................................24
ACTIVITY: 2...............................................................................................................24
ACTIVITY: 3...............................................................................................................24
POST- READING STAGE..........................................................................................24
ACTIVITY 2- HOMEWORK......................................................................................24
ACTIVITY: 3..............................................................................................................25
FOLLOW UP ACTIVITY...........................................................................................25
2

3. INTRODUCTION (2nd
TEACHING HOUR)
The main purpose of this report is to provide the detailed lesson plan designed for the
4th
grade students of the Private Primary School << Εκπαιδευτήρια Δούκα>>. It is
important to be mentioned that this lesson plan is referred to my second teaching
hour. However, it is an attempt to present an evaluation of the use of the
aforementioned lesson plan in EFL classroom.
To begin with, I would like to mention that this lesson plan is an adaptation of
authentic and semi-authentic material based particularly on the web-research.
Specifically, this lesson was based on a text provided in famous course book Smileys
(for Junior B). So, it was my personal choice to not use the class course book and
bring different material to the young learners. Such a text was “Easter Around the
World pp. 52-53”. In general, this text was presented and taught in a different way
than it suggested in Smiley Teacher’s Book. So, my primary intention was to present
something educative and different.
When I was called to choose the theme of this particular lesson, I took into
consideration the fact that this lesson will be taken place at the end of the school day
(the last teaching hour). This was very important factor because the students would be
tired. So, I would like to present them something educative and relaxing. Influenced
by the Easter vacations that would come close to, I presented them the different Easter
customs throughout the world. Through a number of speaking, listening and writing
activities and educative games, I tried to combine the Greek Easter celebrations with
the other cultures’ customs. In this way, I tried to increase their intercultural
awareness.
Thus, the basic criterion for the creation of the lesson’s plan activities was
whether they were in position to be corresponded to the student’s level, arouse their
interest and motivate them to participate actively throughout the lesson. To be more
specific, I tried to create a creative teaching hour by using interesting texts, inspiring
and at the same time educative activities. So, the purpose of this lesson plan was the
presentation of knew knowledge through a series of creative and inspiring hand- made
material. All these were an important change to the way of teaching English in the
EFL classroom. In this way, the students become independent and creative learners.
Taken into consideration all these, I would like to express my intention to make all the
students to participate in this lesson. But the most challenging thing was to draw the
attention of a class such as the 4th
grade of Elementary School and to focus on their
special needs. Of course, all these are extensively analyzed in the cover and the main
body of this particular lesson plan in terms of objectives, description and teacher’s
notes for each activity).
The final part of this paper is based on the retrospective evaluation of the lesson plan.
Particularly, in what extent this lesson plan was corresponded to the young learner’s
needs and interests. Additionally, it is focused on the teacher’s reactions and feelings
as well as the student’s feelings and comments at the end of the teaching hour.
3

4. LESSON PLAN- SPECIFIC INFORMATION
(2nd
teaching hour)
“Easter around the world”
SUBJECT: English Language
TOPIC: Easter around the world
LEVEL( in English Subject): Elementary (A2)
CLASS: 4th
grade of elementary school
CLASS SIZE: 12 students
BOYS: 5
GIRLS: 7
*NUMBER OF STUDENTS THAT ATTENDED THE LESSON OF 23-4-2013: 12
students
AGE: 9-10 years old
ALLOCATED TIME: 45 minutes
DATE OF THE LESSON’S PRESENTATION: 23-4-2013
LESSON’S GENERAL AIM
Learner’s intercultural awareness will be raised by comparing and contrasting
different customs that have to do with the different celebrations of Easter around the
world.
LESSON’S SPECIFIC OBJECTIVES
Learners will be given stimuli to activate background knowledge schemata.
Learners will become familiar with the Eastern vocabulary.
Learners will be engaged in creative and interesting activities based on semi-authentic
texts supported by well-organized teaching aids.
Learners will have the opportunity to practice the new lexical items and develop their
oral skills through inspiring and educative games.
4

5. PRIOR KNOWLEDGE
Vocabulary related to the Easter celebrations.
LANGUAGE SKILLS
Speaking
Reading
Listening
CLASS ORGANIZATION
- individual and team- work activities
TOPOGRAPHY OF THE CLASSROOM: the students are sitting in groups of four
(mixed girls and boys) that are usually called ‘παρεούλες’.
TEACHING AIDS- MATERIALS
white board- markers for the board
smart board (helped in digital presentations)
central computer of the classroom with the overhead projector (connected with the
smart board)
12 photocopies of brief texts: “Easter Around the World” Smileys :Junior B, Pupil’s
Book
Audio-visual aids: Easter photographs, an authentic video of Easter British customs
a handicraft ( made from colorful card-board used for the game of the post-reading
activity)
ANTICIPATED PROBLEMS
Young learners will need to be provided with sufficient time in order to be adequately
corresponded to the pre-reading discussion that is based on the audio-visual material
as well as the complement of the while and post- reading activities.
Learners might not to be familiar enough with all the necessary lexical items related
to the topic of Easter celebration. Probably, they will not be familiar with other
countries’ Easter customs. For this reason, the small introduction about lesson as well
as the various warm up activities that are based on the usefulness of the audiovisual
teaching aids (photographs& brief video) will help them cope with the language
5

6. demands. In this way, the pupils will feel more confident in order to comprehend and
correspond to the texts’ demands.
PRE-READING STAGE
WARM UP ACTIVITY: 1
TITLE: Look at the following ‘Easter pictures’ and discuss them. Which of these
customs are the same in your country? Refer some other customs that take place in
your country.
INTERACTION: T<-> S
CLASS ORGANIZATION: class work
SKILLS: speaking
ALLOCATED TIME: 9-10 minutes
TEACHING& LEARNING OBJECTIVES
To motivate learners and arouse their interest for the forthcoming texts and activities.
To activate learners’ schemata of background knowledge for the Easter celebrations
around the world by giving them the new vocabulary through brainstorming teaching
material. (different types of visuals)
To encourage the learners to talk about their own experiences related to Easter
activities by using the English language (development of oral skills)
DESCRIPTION OF THE ACTIVITYTEACHER’S NOTES
In the beginning of the lesson, you could use the overhead projector in order to project
them digitally a slide. In the center of this slide, it is distinguishable the phrase
“Easter around the World”. In this slide, they are projected some photographs that are
related to the Easter. Before continuing with the main body of the presentation you
can introduce your young learners to the topic of the lesson by making a brief
introduction. For example, you can use these words: << Today, we talk about Easter
and more particularly how the people around the world celebrate the Easter! So, we
are going to see different customs that take place around the world during the Easter
celebrations. Then we are going to read some brief texts! In these texts, kids from
different countries are describing different types of Easter activities>>. It is
characteristic that this brief lesson’s presentation will help the young learners to
understand the coherence of the lesson.
In this way, you can initiate a fluent discussion with the students by presenting to
them a variety of Easter photographs that are related to the text. Begin with the
picture a. Ask them to describe you what they can see in this particular photo. Try to
relate this picture to the forthcoming text. Talk to them about the British activity of
the Easter egg hunt! Draw their attention by saying: << Egg hunt is an Easter game! It
comes from England! Kids like you decorate with paintings real, painting eggs or
delicious chocolate eggs. Then, they hide these eggs in various places. The game
6

7. takes place in the home or outdoors. Make sure that they remember the name of this
game because the will meet it many times throughout the lesson.
In the same way, you can continue with the next images. Remember to make them
obvious the comparison between Greek customs and other countries’ Easter customs.
This process raises the student’s intercultural awareness.
Continue with the questions for the rest of the pictures.
Picture b: You could ask a student :<<What can you see in this picture? Is this a
Greek custom? Which day do we usually paint Easter eggs>>?
Picture c: << And what about picture c? Do you like giving to you chocolate eggs
and Easter bunnies during the Easter>>?
Picture d: << And picture d? What can you see>>? Explain to them that this photo
depicts a custom that comes from Poland. You could also add that a boy from Poland
describes the Easter meal in the forthcoming text
Picture e: Show them the picture and ask them to guess the meaning of the word
cross-bun. Ask them if the Greek people eat cross-buns during the Easter. You also
ask them if they like cross-buns.
WHILE- READING STAGE
ACTIVITY: 2
TITLE: Read the text and say where they are from
INTERACTION: Ss <-> Ss & T <-> Ss
SKILLS: Reading, Speaking
CLASS ORGANIZATION: team group work
ALLOCATED TIME: 5-6 minutes
ACTIVITY: 3
TITLE: Which of the following sentences are true (T) or false (F)
INTERACTION: Ss<-> Ss & T <-> Ss
SKILLS: Reading, Speaking
CLASS ORGANIZATION: team group work
ALLOCATED TIME: 6- 7 minutes
MATERIALS
(that used for Activity 2 & 3)
use of central computer of the class
overhead projector (in order to present the while-reading material)
smart board
7

8. a marker for smart board
12 photocopies with the texts: ‘Easter around the World’ Smiley p.52-53
4 worksheets (for each group)
TEACHING & LEARNING OBJECTIVES (Activities: 2 &3)
Learners will be able to scan a text in order to extract particular point of information
so as to respond to the comprehension activities that will be assigned by the teacher of
the class.
To enable learners to justify their opinions on the basis of their reading
comprehension.
Learners will be able to familiarize themselves with or revise lexical items related to
the topic of Easter celebration around the world.
DESCRIPTION OF THE ACTIVITY 2& 3
Work with rest member of your group, read the text about the celebration of Easter
around the world and try to complete to complete the Activities 2 &3. Don’t forget to
collaborate with your members of your group!
TEACHER’S NOTES
After the discussion of the warm-up activity you can explain to your students the next
stage of the lesson. You could tell them that they are going to read some texts in
which different children from all around the world they describe what they do during
the Easter.
Make one of the most noisy students your helper in order to calm down the
class. Ask for him to distribute the photocopies with the brief texts. It is important to
be mentioned the fact that there will be one photocopy of the text for each group. In
this way, the students will have to co-operate because none will have an individual
text in front of himher. At the end of the hour, you may distribute the photocopies
with the texts to every student in order to use them for the homework activity.
You can also use the central computer as well as the overhead projector of the
class in order to project digitally the text.
Ask again for the teacher helper to distribute the worksheets with the activities. You
can ask for some students to read the text loudly (2 sentences each one). During the
reading process you can explain them the unknown lexical items by using a variety of
techniques such as mime and gestures, verbal explanation, involving a number of
contexts (e.g. the word sausages- a kind of meat draw a sausage on the white board).
You can also to stop the reading process in order to ask some comprehension
questions to make sure that everyone follows. (e.g. What do people in U.K. eat on
Easter Sunday? What Italians do on Easter Sunday).
After the first reading of the text, ask for the students to re-read and complete
the Activities 2& 3. Make them clear that the answers will be found more easily if all
the students co-operate (the students are distributed in groups of 4). The questions that
are involved in the worksheets should be a mixed type of TrueFalse questions or
8

9. Questions of short answers (see the Appendix of 23-4-13). So, the students scan the
text in order to find the answers.
You could also change the process of checking the answers. Ask for the groups to
exchange their worksheets with the other group’s worksheets. So, ask for the students
to read the answers of their classmate and find together the correct answer. You could
motivate them by using the following words: << When your groups complete these
two activities (Activity 2& 3) ask for the other groups to give you their worksheet.
And now you will be the teachers! Take a colorful pen and correct them together!
Raise your hand in order to read loudly your classmates’ answers>>!
Furthermore, you have to make them aware about the time limit! An
innovative way to do that is to use an imaginative chronometer. You can use a
electronic bomb- chronometer that will show how much time the still have in their
possession. The time is up when the electronic bomb explode it!
POST- READING STAGE
ACTIVITY: 1
This activity includes a video that summarizes the reading material in an audiovisual
way. By the use of the audiovisual material, the learning process is connected with
real life situations and at the same time it helps the increase of the students’
intercultural awareness.
INTERACTION: T<-> Ss, Ss <->Ss
CLASS ORGANIZATION: Class Work
SKILLS: Reading (the video contains real photographic material with some words&
expressions), Viewing & Listening Skills
ALLOCATED TIME: 3 minutes
TEACHING AIDS MATERIAL: the central computer of the class & the smart board
connected with an overhead projector. Access to Internet in order to project the video
(see Appendix with the teaching material of 23-4-13)
TEACHING & LEARNING OBJECTIVES
To excite the young learners and increase the Intercultural awareness by juxtaposing
the Greek with British culture.
The learners will be able to see an authentic video related to the topic of Easter and
summarize the information of the text as well as the new vocabulary.
- DESCRIPTION OF THE ACTIVITY- TEACHER’S NOTES
Before, the video presentation explain to the students that they are going to see a brief
video that depicts photographic material and it is related to the topic of the Easter in
England. In addition, try to relate the video to the texts that they had already read
about the Easter. During the viewing of the video, you may focus on the repetition of
the new vocabulary that was presented in the texts.
9

10. ACTIVITY 2- HOMEWORK
TITLE: Complete the Easter crossword.
INTERACTION: Ss<-> Ss
CLASS ORGANIZATION: individual work
SKILLS: Reading & Writing
Material: 12 photocopies with the Easter crossword
TEACHING & LEARNING OBJECTIVE OF THE ACTIVITY
Learners revise and use the new knowledge ( in this case the Easter vocabulary)
DESCRIPTION OF THE ACTIVITY – TEACHER’S NOTES
You can ask for your teacher helper to distribute the photocopies with the crossword.
Make clear to them that this task is for homework. Explain that they have to use the
Easter vocabulary from the text and video in order to find the answers.
ACTIVITY: 3
FOLLOW UP ACTIVITY
This is not actually an activity but a game through witch the young learners revise the
new vocabulary and develop their oral skills. It could be characterized as a more
imaginative version of Taboo.
INTERACTION: Ss <-> Ss
CLASS ORGANIZATION: Class work
SKILLS: Speaking
TEACHING AIDS- MATERIAL: -painting Easter Eggs in a hand-made basket.
ALLOCATED TIME: 8-9 minutes
TEACHING& LEARNING OBJECTIVES OF THE GAME
Young learners develop their oral skills by using the L2.
Young learners revise and use the Easter vocabulary.
DESCRIPTION OF THE GAME- TEACHER’S NOTES
Explain to the young learners the rules of game in a clear way. If they will not
understand something repeat it. You could use the following words: << This is my
Easter basket! In this basket you can find many Easter eggs made of cardboard. Each
Easter egg has a word that related to Easter. Each time, I call to stand up a student
who tries to describe the word without revealing to his her classmate. Be careful!
Each Easter egg gives you some Easter key- words that will help you with your
description. But who is the winner? The winner is who will collect the most Easter
eggs.
10

11. EVALUATION OF THE LESSON PLAN
The last part of this report is dedicated to a retrospective evaluation of this
particular lesson plan. To begin with, I would like to mention that I was amazed with
the active participation of the students of the 4th
grade who seemed to enjoy the
lesson.
This was a great achievement for me as this class was a low-level class and
some students faced some particular learning difficulties. It is characteristic that my
mentor gave the characterization ‘hyperactive class’ in order to describe it. So, it was
very important the fact that I managed to come close to them and draw their attention
with a variety of activities that not only based on the development of their linguistic
skills but also I made use of the artistic skills of the students.
The topic ‘Easter around the World’ excited and captured the attention of the
young learners. At this point, I would like to refer some general, personal comments
that have to do with this particular teaching hour. So, it was very important that I was
really stressed with the allocated time. I had only 45 minutes and I wanted to make a
really good presentation that would excite the young learners. I didn’t want to omit
any task due to the lack of time! Fortunately, my mentor reassured me that I had
enough time in order to complete all the required activities as the lesson took place at
the last teaching hour of the school. So, I could use some extra- time in order to
complete all the tasks.
Another factor that troubled me was in what extent the students would be
enthusiastic with the context of the tasks and in what extent the audiovisual material
would capture their attention. Amazingly, the students corresponded perfectly to the
‘philosophy’ of the lesson. Particularly, in pre-reading stage they responded to all
the questions and they had the ability to initiate a fluent dialogue that had to do with
the Easter celebration. I was also excited with the majority of the students that they
seemed to have all the required, background knowledge on the topic: ‘Easter Around
World’. It’s just as well; the young learners seemed to appreciate the visual and
audiovisual teaching aids. It was obvious that I was worried about their reactions
when I introduced the video “Easter in U.K.” in my lesson plan.
Moving on the while-reading stage, I realized that the young learners had
completely understood the contexts of the brief texts. It was highly satisfactory the
fact that all the students- even the weaker one- responded to the comprehension
demands of the texts as well as to the short comprehension questions and TF
statements in an effective way. Generally, we could say that the 10 years old students
followed the reading text with ease and they did not manifest any particular
comprehension problem. It was highly motivated for them the concept to work in
groups in order to scan the texts and find the correct answers. This type of team
working helped even the weaker students to collaborate with their classmates,
participate and feel active members of their group throughout the lesson.
Additionally, the concept to replace the teacher by correcting the other groups’
worksheets made them enthusiastic.
At this stage, I want to mention the only ‘problem’ that I faced. The existent
group was four and the worksheets was three, so I divided them again to smaller
groups in order to have the desirable result of the whole task.
The first activity of the post-reading stage was not a stereotypical reading or writing
task. It was something different. The audiovisual material that is used was a relaxing
and an educative way to make the young learners aware about the British Easter
11

12. customs. In other words, it was an indirect means to raise their cultural awareness.
Additionally, this video performed a summarising role as it ensured the students’
comprehension and consolidation of new knowledge (Easter vocabulary). It was also
an effective way for the students to activate their viewing and acoustic skills through
the abundant photographic material and the key phrases that appeared on the screen.
As it concerns the activity that I assigned for homework -(Easter crossword), I
could say that it was a pleasurable task through which the students used and revised
the new vocabulary (Easter vocabulary). It‘s worth to be mentioned that the students
were really enthusiastic with this type of activity and they wanted to give them extra
time in order to complete it. This did not happen because the allocated time was
restricted.
I dedicated the last 9 minutes in order to play a game. It is particularly to be
mentioned that the 10 years old students adore playing games during the last minutes
of the teaching hour. So, I chose to end this lesson by an inspiring game. I also tried to
combine the revision and the practice of the Easter vocabulary. In this way, I tried to
capture their attention by presenting them the hand- made material that it would be
useful for the game. It was characteristic that when the students saw the basket with
the Easter eggs said: << Wow, it’s fantastic! What a beautiful Easter eggs, could you
give me one? What a nice Easter basket! Will we play Easter egg hunt game? >>
The students were enthusiastic with this game. A game that was similar to the
well known “Taboo” in more imaginative version. Through this game, they could
develop their oral skills by speaking in English and revise the new vocabulary.
Overall, I personally believe that the lesson was very successful as it was
based on the students’ participation. This time I was more confident and I
manipulated the allocated time of 45 minutes in a more effective way.
As it concerns the reactions of the 10 years old learners, I believe that they
were happy with the outcome of the lesson. I still remember the following scene:
When the bell rang they stood up from their desks, came close to me, hung me and
kissed me. It was characteristic the fact that when I met my mentor again, she told that
the students asked her when I come to teach them again! It is also important to be
mentioned the comments of my mentor. She enthusiastically told me that I had done a
great job! She also told me that it was an excellent choice to teach them something
different that departs from their course book topics. She also added that she had used
a similar way in order to discuss the Christmas customs in a past lesson for Christmas.
All these comments were the greatest reward for my effort to teach a whole
class. It was a unique experience! So, if I was ever given the chance to repeat this
session I would not have changed something in the structure and the context of my
lesson plan.
12

13. 13
APPENDIX FOR THE LESSON PLAN OF THE
4TH
GRADE
2ND
TEACHING HOUR

14. PRE- READING STAGE MATERIAL
The photographic material that is used in the pre-reading stages was taken from the
following web pages:
http://ww5.eastereggs2013.com/host-a-kidsamp39-easter-egg-hunt-and-egg-
decorating-party-design-happens-2013-3/
http://www.npt.gov.uk/default.aspx?page=2482&pr_id=1859
http://www.eatouteatwell.com/chocolate-eggs-and-bunny-ears/
http://www.istockphoto.com/stock-photo-19364716-easter-lamb-cake-with-
powdered-sugar-and-decoration.php
http://www.painlesscooking.com/hot-cross-bun-recipes.html
14

15. SAMPLE OF THE PRE- READING ACTIVITY (PHOTOGRAPHS)
ACTIVITY: 1
*Look at the following ‘Easter pictures’ and discuss them. Which of these customs
are the same in your country? Refer some other customs from your country.
a.
Easter egg hunt
b. egg painting
15

16. c.
give to each other chocolate eggs and bunnies
d. sugar lamb
e cross buns
16

17. WHILE READING STAGE
Source: Jenny Dooley, Virginia Evans: Smileys( Junior B)- Pupils Book.
Express Publishing
SAMPLE OF THE TEXTS
In the U.K., people eat hot cross buns and give one another chocolate eggs or bunnies
on Easter Sunday. They hide eggs around the garden for children to find. Children
paint colourful eggs.
On Sunday morning in Poland, families enjoy a yummy meal of eggs, cold meat,
sausages and cakes! They make a lamb from sugar and they put it in the middle of the
table.
On Easter Sunday in Italy, the family gives Easter eggs to one another. They have a
breakfast of salami, eggs, a special cheese cake and a sweet cake with nuts and fruits.
On Easter Monday, everybody goes out for a picnic or by the sea.
17

18. ACTIVITY: 2
2. Read the text and say where they are from.
1. We usually go for a picnic.
2. We make a lamb from sugar.
3. We paint beautiful pictures on egg shells!
18

19. ACTIVITY: 3
Which of the following sentences are true (T) or false (F)?
In the U.K. people make a lamb from sugar. T F
In Italy, they have a breakfast of salami, eggs, a special cheese cake and a sweet cake
with nuts and fruits. T F
In the U.K., the people hide eggs around the garden for children to find. T F
On Easter Sunday in Italy, everybody goes out for a picnic or by the sea. T F
On Sunday morning in Poland people eat hot cross buns. T F
19

20. POST- READING STAGE
ACTIVITY: 1
The video that was used it can be found:
https://www.youtube.com/watch?v=Vi5yhTl5GkA
ACTIVITY 2- HOMEWORK
For this activity was used the following page: www.ActivityVillage.co.uk
20

21. 21

22. ACTIVITY: 3
FOLLOW UP ACTIVITY
The material that is used is exclusively hand made.
This is the Easter basket ( made from cardboard) with the Easter eggs- cards.
This is a hand-made Easter Egg.
22

23. ANSWER KEY
PRE-READING STAGE
WARM UP ACTIVITY: 1 (a sample of a possible class conversation)
T: What can you see in picture a?
S: A girl is searching for Easter eggs.
T: What can you see in picture b?
S: A girl is painting Easter eggs.
T: Is this a Greek custom?
S: Yes, of course!
T: Which day do we usually paint Easter eggs?
S: On Holly Thursday!
T: And what about picture c?
S: A chocolate bunny! Around the bunny there are some colorful Easter eggs.
T: Who do you usually give you chocolate Easter eggs and chocolate
bunnies?
S: My godfather brings me Easter eggs and chocolate bunnies every Easter.
T: And picture d? What can you see?
S: Some sugar lambs.
T: Is it a Greek custom?
S: No, it isn’t.
T: It is a Polish custom.
Τ: Now, look at the picture e! What is this?
S: Cross- buns!
T: And what does it mean the word cross-bun in Greek?
S: Τσουρέκι
T: Well done!
23

24. WHILE- READING STAGE
ACTIVITY: 2
She is from Italy.
He is from Poland.
She is from U.K.
ACTIVITY: 3
F
T
T
F
F
POST- READING STAGE
ACTIVITY 2- HOMEWORK
ACROSS:
chocolate
4. basket
6. spring
8. bonnet
DOWN:
chicks
hunt
daffodil
parade
24

25. ACTIVITY: 3
FOLLOW UP ACTIVITY
AN EASTER EGG:
WORD: Easter egg hunt
KEY-WORDS:
hide eggs
Easter or chocolate eggs
A British game
Description:
It is a British Easter game for children. During this game, they hide Easter or
chocolate eggs indoors or outdoors. These Easter eggs hide little treasures!
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