Use of representational materials in class application including

lesson plan
The Milkmaid and her Pail - An Aesop's Fable Fairy tale
LEVEL Elementary
TIME 20 minutes.
One day, a girl called Mary wakes up early in the mrning. !er mther cngratulates
her "ecause it is her "irthday.
#he says$ %& t the market and sell the milk' yu can keep the mney that yu get
(r yursel(. It will "e yur "irthday present.) The girl is s happy that she starts
daydreaming a"ut all the things she can d with the mney and making
calculatins.
PREPARAT!" #
Pre-reading
E*ery child has heard a"ut this (airy tale. The teacher asks students t cme
up with ideas ( what the girl ha*e "een daydreaming t "uy (rm the mney her
mther gi*e her. They can discuss in pairs r small grups.
+hy d yu think the milkmaid "ught (rm the mney,
$hile reading %&ritical thinking' $
The teacher asks the stdents while reading
- yu think that the girl deser*es the mney (rm the milk,+hy,
- yu think the milkmaid is a hard wrking persn, +hy,
- yu think the milkmaid wuld make a gd chices (r "uying things (rm
the mney , +hy,
+hy did her mther gi*e her the mney,
Post- reading(
The teacher asks student a"ut the (airy tale$
!a*e yu e*er "een in that kind ( situatin, +hen, !w,
!w wuld yu react i( smene gi*e yu a lt ( mney (r yur "irthday,
+hat are yu ging t "uy (rm the mney,
.an yu put yursel( in the same situatin like the Mary the milkmaid,
.an yu gi*e sme suggestins ( what culd Mary "uy (rm the mney,
+hat d yu think a"ut Mary/s pr(essin,
+hat are yu ging t "e when yu grw up,
Follo)-up acti*ities(
+escribe( #tudents wrk in small grups. Each grup t decide what Mary is ging
t "uy, They need t put themsel*es n Mary/s place and "e like her, think like her.
Thinking a"ut Mary "uying things they shuld use grammatical structures present
cntinuus tense with (uture meaning and ging t. The sentences shuld "e shrt
and interesting. 0eading and writing are essential (r this acti*ity.
Additional acti*ity( &i*e an pinin a"ut Mary and descri"e her persnality,
+uld yu like t "e like her, +hy,
+iscussion( This is a passage ( the shrt (airy tale dedicated t children that are
Elementary le*el. #tudents are asked t think, read and write. &i*e an pinin and
make suggestin. &rammar is essential part ( the teaching learning prcess, and in
this shrt passage we ha*e an acti*ities that are ging t re1uire using ( (uture
tenses.
Split poem
LEVEL Intermediate to advanced
TIME 20 minutes
PREPARATION
For this activity you i!! need a short "oem hich has a #air!y re$u!ar #orm %the !ines shou!d &e o#
rou$h!y e'ua! !en$th()
2) *"!it each !ine into to "arts+ and "!ace the ha!# !ines under se"arate co!umns %A and ,() The
#irst ha!# o# each !ine $oes under co!umn A+ the second under co!umn ,) Then arran$e the ha!#
!ines in each co!umn so that they are not in matchin$ order)
IN -LA**
Read the "oem a!oud to the ho!e c!ass) As. the students to reca!! any #ra$ments they can
remem&er)
As. the students to or. in $rou"s o# three) /ive each $rou" a co"y o# the s"!it "oem) As.
them to try to reconstruct the "oem &y matchin$ the ha!# !ines #rom co!umns A and ,)
Round-up session) The c!ass+ or.in$ as a sin$!e $rou"+ &ui!ds u" the "oem !ine &y !ine)
VARIATION 0ith advanced students+ the activity can &e made more cha!!en$in$ &y !eavin$
out the readin$ o# the "oem+ and &y as.in$ the $rou"s to or. immediate!y #rom the s"!it te1t)
They shou!d !oo. #or severa! di##erent "ossi&!e com&inations o# the ha!# !ines+ and then $radua!!y
try to construct the "oem)
NOTE*
This activity as ori$ina!!y devised to &e "resented in the ay descri&ed under Variation)
2oever+ e1"erience at seminars has shon that teachers $enera!!y #ind this a""roach too
di##icu!t) The modi#ied a""roach+ hich &e$ins ith !istenin$ to the "oem+ has "roved #ar
more "o"u!ar and &y no means too easy)
This ste"3&y3ste" a""roach a!!os the students to or. their ay $radua!!y #rom the !an$ua$e
toards the meanin$) It is "articu!ar!y suita&!e #or "oems hich contain stri.in$ or unusua!
ima$es+ #or e1am"!e4 5They !ive in a dis!ocation o# hours6Inside3out !i.e soc.s "u!!ed on in
dar.ness)7
A#ter or.in$ ith the "oem in this ay+ the students i!! &e #ami!iar ith the te1t) The "oem
can then a""ear a$ain+ as an 5o!d #riend7+ in other activities)
TA*8 *2EET 0ith your "artners+ try to reconstruct the "oem &y matchin$ the ha!# !ines
#rom co!umn A ith those o# co!umn ,)
Night-Shift Workers
A ,
And ears $re num& in a dis!ocation o# hours
/oin$ out to or. un!i.e others
They !ive in the s.y to$ether
They have come #rom their s.in !i.e c!othes
*o#t as #ur #rom a #actory
0here sun and moon shine to or.in$ ives
0here #!uorescent stri"s at &rea.#ast time
To coo!in$ &eds #!ared a!! ni$ht
9ndressin$ #ati$ue in dar.ness
0a.in$ to machinery
They are $oin$ home and taste teeth
Later to a.e at #our in the mornin$
Inside3out !i.e soc.s "u!!ed on hen the day is over
They are a!ays at an e&& in their mouths
*AMPLE TE:T
Night-Shift Workers, &y /eor$e -har!ton
They have come #rom a #actory
0here #!uorescent stri"s #!ared a!! ni$ht
And ears $re num& to machinery)
They are $oin$ home to or.in$ ives+
To coo!in$ &eds at &rea.#ast time+
9ndressin$ #ati$ue #rom their s.in !i.e c!othes)
Later to a.e at #our and taste teeth
*o#t as #ur in their mouths)
They !ive in a dis!ocation o# hours
Inside3out !i.e soc.s "u!!ed on in dar.ness
0a.in$ hen the day is over)
They are a!ays at an e&&+ un!i.e others
/oin$ out to or. in the mornin$
0here sun and moon shine in the s.y to$ether)
Personal choice
LEVEL Loer intermediate to advanced
TIME 20 minutes
PREPARATION
*e!ect a "oem hich you thin. your students i!! understand ithout much di##icu!ty)
Then thin. a&out 'uestions to enhance a de&ate a&out the to"ic o# the "oem)
IN -LA**
*tart the to"ic o# de&ate and !et your students ta!. #or ; minutes or so)
A#ter that+ "ro"ose the "oem and as. the students to read it a!oud %one stan<a or !ine each( to
or. ith "ronunciation+ rhythm and intonation)
*O9R-E
5A Per#ect Man is /ay7+ &y Mandy Faye)
*AMPLE TE:T*
A perfect man is gay
The "er#ect man is $ent!e never crue! or mean he has a &eauti#u! smi!e and he .ee"s
his #ace so c!ean The "er#ect man !oves chi!dren and i!! raise them &y your side he
i!! &e a $ood #ather and $ood hus&and to his &ride The "er#ect man !oves coo.in$
c!eanin$ and vaccuumin$ too he=!! do anythin$ to convey his #ee!in$s o# !ove to you
The "er#ect man is seet ritin$ "oetry #rom your name he=s a &est #riend to your
mother and .isses aay your "ain 2e has never made you cry or hurt you in any
ay)))))) O2 *-RE0 T2I* *T9PI> POEM)))))))))))) T2E PERFE-T MAN I* /A?@ @
@ @ @ @
My Very Best Friend
LEVEL Loer intermediate to advanced
TIME A; to 20 minutes
PREPARATION *e!ect a te1t hich you #ee! ou!d he!" to e1"and the students7 "assive
voca&u!ary+ and ma.e it u" into a tas. sheet) Remove certain o# the ords+ and #or each &!an.
s"ace o##er three a!ternatives+ one o# hich shou!d &e the ord actua!!y used in the te1t)
IN -LA**
/ive each o# the students a co"y o# your tas. sheet) As. the students to or. on their on+ and to
se!ect the a!ternatives they consider most a""ro"riate #or the &!an. s"aces)
A#ter #ive to ei$ht minutes+ the students #orm $rou"s o# #our and discuss their choices) A#ter the
discussion+ revea! the ori$ina! ordin$ to the c!ass)
NOTE*
The advanta$e o# this techni'ue is that you can se!ect the te1ts to suit your students7 !an$ua$e
!eve!)
It is im"ortant to remem&er that this is not a mu!ti"!e choice e1ercise+ and that the a!ternatives
$ive are not meant to &e distractors) Each o# the a!ternatives shou!d &e "ossi&!e in conte1t)
The #unction o# the a!ternatives is to encoura$e the students to consider the di##erences
&eteen the three ords+ and to thin. more care#u!!y a&out the author7s choice)
This a""roach is a use#u! ay &oth o# re#reshin$ #ami!iar te1ts and o# introducin$ ne ones)
0e cou!d a""!y variants to this activity+ such as #ocusin$ on ver& tenses+ "re"ositions+ etc)
B *AMPLE TE:T
Poorly Dressed I have a C ho7s
not e!! dressed)
a( mate &( #riend c( $rand"a
2e ears no hat) 2e C no vest) a( ears &( carries c( has
9"on his &ac. he ears no C+ a( ca" &( &a$ c( shirt
so you can see there7s !ots o# C)
a( dirt &( !ice c( hair
2e ears no C) u"on his #eet) a( shoes &( soc.s c( s!i""ers
2e ears no "ants u"on his C))
a( &um &( seat c( !e$s
In #act+ he doesn7t ear a C)+ a( thin$ &( stitch c( scar#
so he can C) i# there7s an itch) a( scratch &( massa$e c( see
I ho"e that you don7t #ind him C)
D
a( nau$hty &( &ad c( rude
my do$ is ha""y in the C)) a( #!oor &( nude c( mud
I have a #riend ho7s not e!! dressed) 2e ears no hat) 2e ears no vest)
9"on his &ac. he ears no shirt+ so you can see there7s !ots o# dirt)
2e ears no shoes u"on his #eet) 2e ears no "ants u"on his seat)
In #act+ he doesn7t ear a stitch+ so he can scratch i# there7s an itch)
I ho"e that you don7t #ind him rudeD my do$ is ha""y in the nude)
5Poor!y >ressed7+ &y ,ruce Lans.y
he ro!"ado!r
LEVEL Loer intermediate to advanced
TIME 20 minutes
PREPARATION
*e!ect a "oem hich you thin. your students i!! understand ithout much di##icu!ty)
IN -LA**
As. your students to modi#y the "oem as they ish and to thin. on the &est ay o# recitin$ it)
Each o# them recites and the most ori$ina! and acc!aimed ins)
*O9R-E
Short Romantic Love Poems &y Amanda Nico!e Martine<
*AMPLE TE:T*
# $ill %o&e yo! Fore&er
I !ove you so dee"!y+ I !ove you so much+ I !ove the sound o# your voice And the ay that
e touch) I !ove your arm smi!e And your .ind+ thou$ht#u! ay+ The Eoy that you &rin$+
0hen trou&!e I7m in)
ndependent,Pair,-roup $ork(
-irect each student grup t select ne pem that they all (eel *ery strngly
a"ut. Once the grup settles n ne pem, the grup will cmplete a +hat I
0ead 2 +hat I Think +hat I +nder graphic rgani3er a"ut the pem. This
graphic rgani3er will encurage students t ntice the wrds and language used
4what I read5, then they will write what they think a"ut the wrds nted 4what I
think5 and (inally write dwn what 1uestins r wnderings they ha*e a"ut the
pem 4what I wnder5. Teachers may wish t mdel this acti*ity "e(re asking
students t cmplete the template with a pem ( their chsing.

6em t Mdel$ %Eating 6etry) "y Mark #trand 4see anchr te7t list (r we" site
t access pem5
0ead the pem alud t the students, then reread the pem and cmplete the
template 4using chart paper r "ard5 and mdel what yu are thinking as yu
read.

+hat I 0ead +hat I Think +hat I +nder
The pet has eaten
pems

I dn/t think he has really
%eaten) them
I wnder why that wuld
make a li"rarian upset
The dgs are n the
"asement stairs

This is a little scary I wnder what it means
t intrduce the dgs,
I lick her hand -id he turn int a dg, I wnder what is real and
what is meant t "e
shcking r surprising,

Encurage students t read the pem again and then lead a class discussin.
8elw are sme suggested 1uestins$