My terrifying neighbours (cep virgen de la villa)


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Grupo de trabajo CEP Virgen de la Villa (Martos, Jaén)

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My terrifying neighbours (cep virgen de la villa)

  1. 1. Lesson Plan My terrifying neighbours! Grupo de trabajo del CEP Virgen de la Villa
  2. 2. <ul><li>TITLE: My Terrifying Neighbours! </li></ul><ul><li>TOPIC: Haunted houses and monsters </li></ul><ul><li>CONTENTS: Parts of the house and prepositions of place </li></ul><ul><li>OBJECTIVES: </li></ul><ul><li>To distinguish the different rooms and places in a house. </li></ul><ul><li>To use properly the prepositions of place. </li></ul><ul><li>To distinguish the –s ending for the third person of the singular in the Present Simple. </li></ul><ul><li>To read and listen to a text in order to role play it. </li></ul><ul><li>To be able to write a horror story with the help of the classmates. </li></ul><ul><li>To value the importance of both individual and group work. </li></ul><ul><li>AGE OF STUDENTS: 11 years old (5th level of Primary Education) </li></ul>
  3. 3. My Terrifying Neighbours!                                                   
  4. 4. <ul><li>It´s Sunday afternoon. Peter is in his bedroom. He looks through the window and sees that strange house. “Who lives there?”, He thinks. He asks his mum and she says, “Please, don’t go there, Peter, ok? It’s not a good idea”. </li></ul>
  5. 5. He goes to his bedroom and phones Lucy. “Lucy, come home. I want to show you something!”.                                                                                                                      
  6. 6. Lucy and Peter are in front of the house. “Peter, I’m afraid of this house. It’s very dark”, she says. Peter takes a torch and opens the door. “Come on Lucy, there is no problem!”                                                                              
  7. 7. The house is full of monsters! They go to the kitchen. There are two dragons on the floor!
  8. 8. Then, they go to the living room. There are two aliens on the sofa and another one on the armchair!
  9. 9. They go to the bedroom. There is a ghost over the wardrobe and two vampires in the middle of the room!
  10. 10. They go to the bathroom. There is a werewolf between the bath and the washbasin and a fairy in the bath !
  11. 11. They see a mummy and a lot of ghosts on the stairs, just behind them. They shout and run to the door!                                                                                        
  12. 12. No they are in the garden. “Look!”, says Lucy, “there are two skeletons in the garage!”. They run and run. They are very frightened.                                                        
  13. 13. When Peter arrives home, he goes to his bedroom an looks through the window again. He sees the house and thinks: “What terrifying neighbours I have!”.                                                                  
  14. 14. Activities Activites before the story This set of activites is intended to make students create some expectations about the topic. At the same time, they will be presented the basic vocabulary that will appear in the text so that they do not have problems to understand it. 1.- Warm-up activity : The teacher shows this picture to the students. <ul><li>Then, he/she asks them some questions in order to put them in contact with the topic of the lesson: </li></ul><ul><li>What is this? </li></ul><ul><li>Is this house frightening? </li></ul><ul><li>Are there ghosts or monsters inside? </li></ul><ul><li>Do you like it? </li></ul><ul><li>What kind of monsters do you know? </li></ul>
  15. 15. 2.- Flashcards activities a) Listen and repeat . The teacher shows and reads some flashcards to the students with several monsters appearing in different parts of the house. Students have to listen to the teacher and do a choral repetition.
  16. 16. b) Find your partner (Interaction activity). The class is divided into two groups. One group is given flashcards and the other one is given cards with a sentence. What they have to do is to find their partners by asking, for example “Have you got a vampire in the living room?” “Yes, I have/ No, I haven’t ”. The first pair to stick the flashcard and the wordcard onto the blackboard is the winner. Example: A mummy in the bedroom
  17. 17. 3.- Senteces creation . In pairs, students are given a posterboard and a sheet of paper with several coloured words placed at random. What they have to do is to cut the words out and stick them on the posterboard in the correct order to form a meaningful sentence, so that at the end of the activity, each pair will have its posterboard with a sentence that will appear in the story. Example: There is a ghost over the wardrobe .
  18. 18. Activites during the story This second set of activities is intended to catch and hold students’ attention while the input is presented. Students need to do something while they are reading or listening to a text. In this way, all the concepts will be learnt in a meaningful and contextualised way. 1.- Listen and raise your hands . The first time, the teacher tells the story with the support of the Power Point presentation and students, in pairs, will have to rise the postercard when they identify their sentence. Teacher’s mimicry and voice modulation will be of paramount importance in order to hold students’ attention. There are two aliens on the sofa
  19. 19. 2.- Listen, put in the correct order and find the intruder . The second time, students will be given a posterboard with some pictures related to the story. They will have to put them in the correct order by writing the corresponding number next to them and find the intrusive characters that do not appear in the original story. My Terrifying Neighbours!
  20. 20. Activites after the story This last set of activities is aimed to make students put into practice what they have learnt. In this stage, it is very important the creation of an output on the part of students, so that they feel that they have learnt something for a specific purpose. It is one of the main requisites for a meaningful learning. 1.- A brief reflection on grammar . Grammar should be presented to our students in context so that they can deduce the rules in a natural way without feeling the pressure of having to master an specific grammar point. For this reason, after the story, students will be given an individual worksheet as the following one: Individual worksheet Name:_________________________ 1.- Fill in this verb chart: 2.- Build a sentence using the following words.Add words if necessary a) Mary/ see/ ghost. b) We/ go/ house. c) She/ run/ fast. d) They/ shout/ stairs. e) Vampire/ watch/ TV. Verbs ending in -s Opens... Verbs not ending in -s Go...
  21. 21. 2.- Role Play! Now, students will become the characters of the story. One of them will be the narrator and other three ones will be the mother, Peter and Lucy. In order that all students take part in the role play, the rest of the class will be the monsters that appear in the story. For that purpose, they will use masks and act as if they were vampires, mummies, skeletons, witches, dragons, and so on.
  22. 22. 3.- Creating our own haunted house! (Productive writing and TPR activity): In pairs, each student is given two different worksheets. In the first one, they will write the things that there are in each room and their location. They can write whatever they want, according to the vocabulary they have just learnt. In the second one, they will be given an empty house and they will have to draw what their partner dictates them. Worksheet 1: What is there in my house? Living room : Dinning room : Bathroom : Bedroom : Kitchen : Garden :
  23. 23. 4.- Let’s tell our own story ! : The teacher sticks on the blackboard some pictures related to the topic, for example, the picture of a witch, a ghost, two children, an old house, etc. and writes a sentence to start a horror story. Each student stands up, goes to the blackboard and adds a new sentence. In this way, we will have a new horror story created by the whole class and where there must appear all the characters on the blackboard. Note: The teacher will guide the process making them questions and providing them with the unknown vocabulary.
  24. 24. References <ul><li>For the creation of my activities I have taken into account the work made by the teacher and the whole class in the lessons during these last months. </li></ul><ul><li>Flashcards and images have been obtained from the following web pages: </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>
  25. 25. AND... THAT'S ALL!