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Reading/Writing
Grade: Middle

#2895. "Cinderella part 1 (unit 17)"

Reading/Writing, level: Middle
Posted Sat Jul 12 11:23:45 PDT 2003 by Ambreen Asif Qureshi (manager_programs@cet.edu.pk).
Commecs Institute of Faculty Training, Karachi, Pakistan
Materials Required: Charts, Dictionaries, Flash cards and Pictures
Activity Time: 3 Periods of 40 Min. Each

SUBJECT ENGLISH TEXTBOOK: New Active English Book 4
TIME: 3 Periods of 40 Min. Each UNIT TOPIC: "Cinderella part 1 (unit 17)"
INSTRUCTIONAL GOAL : To develop basic listening and speaking skills, to build up reading skills, and to give them new vocabulary.INSTRUCTIONAL PROCEDURES 1st Period:Introduction and Revision:The teacher will greet the students, and take the attendance. She will ask the students if they have ever heard the story about a very beautiful but unhappy young girl, whose parents had died.Some of the students may raise their hands. The teacher will ask one of them to come to the front and tell the story. While the student is telling the story, the teacher will write those words from the story which may relate to the story about Cinderella. They can be as follows:Forgot Failed to rememberStep-mother Not the actual mother Nearly Almost/Clearly Suddenly Quickly Strike Hit/Attack suddenly Pumpkin A vegetable Remembered Keep something in your mind Quarrelled An angry disagreement Ugly Not beautiful Pretended Behave as if something is true or real.Lesson Sequence: Afterwards she will thank the student, and ask the class if they would like to hear the story from her. She will then tell them the story, by showing pictures from the book. The teacher should use voice projections to make the story interesting and compelling. She should try to use the words that she has written on the board, drawn from the story narrated by the student. She will ask the class what they have learnt from the story. Then she should tell them the moral that one should not make fun of others. Pride Hath a Fall and Patience is always rewarded by God. She will then ask a student to re-tell the story in his / her own words. The teacher will tell the students to note down the words written on the board along with their meanings, in their class work copies. The teacher will then divide the class into groups of five students each. She will ask them to silently read the story on page . . . and underline at least 5 words in the lesson, which, as a group, they think are difficult. Then the group leader will assign 1 word to each member. Wrap-upTell the class that as a homework each member will have to find the meaning of the word assigned to him / her.2nd PeriodAfter greeting, the teacher will ask the student of the first group to read out their words and their meanings. While the other children will note whether they are the same words which they have chosen. The teacher will draw a chart (see chart # 1), on the right side of the black board and write the words provided by the group.Then the second, third and fourth group will be asked to do the same. When all the groups have read out their chosen words, the teacher will ask them to identify the words which are repeated by more than 1 group. On the left side of the black board, the teacher will write the common words and write their meaning after discussing it with the whole class. The students will be asked to write down the meanings in their class work copies.Then the reading will start. First the teacher will read the lesson and then ask the students to read one by one. Teacher will explain different terms and words.Wrap up: Teacher will ask questions to make sure that they understand very well.3rd Period:1. First teacher ask about the lesson what ever she taught yesterday. Than revise w/m. ORAlternatively, the teacher can ask few students to come to the front of the class and do role play, using the dialogues written in the textbook. 2. Teacher will then ask the comprehension questions from the student, and then write the answers on the board. The student will write in their copies. 3. Then she will ask the students to exchange their copy with the student sitting on their right side. Then she will ask them to read the answers written in other student's copy, paying attention to spellings and punctuation, while she will read all answers and make sure that all of them has understood. Ask them to circle the word spelled wrongly, with a pencil. Wrap up: The copies should then be given back to the original owner, and they should be asked to do the corrections and learn the answers at home. The teacher will tell them that she will check their copies the next day.a. Formative check (progress checks throughout the lesson) Throughout the lesson, the teacher will be asking guided questions. Textbook exercises will be done.The peer-checking process will make the understanding complete. While checking other person's work, each student will pay more focused attention to the spellings and pronunciation. The teacher will check the copies next day/ week.b. Student Participation (how you will get the students to participate) Throughout the lesson, the students will be active, because the teacher will be asking question. Because of the peer checking, they will learn more from the mistakes made by other students, and in the process correct their own as well. They will respond to the teacher's questions, do group work, and consult dictionary.