LESSON PLAN

SCHOOL:
DATE: the 1st of March, 2007
GRADE: The 11th
TEACHER:
LEVEL: Advanced
TIME: 50’
THEME: UNIT 11 - “TELLING STORIES”
SUBJECT: Terrifying experiences
MAIN SKILL FOCUS: Reading and writing
LESSON AIMS:
1. to motivate the students by getting them interested in the topic
2. to make the students aware of the importance of using linkers while
telling a story
3. to sequence ideas in a story through following a flexible framework of
questions
4. to write a story through following a framework of questions
ASSUMPTIONS: previous knowledge of the past tense
ANTICIPATED PROBLEMS: Ss may not be familiar to writing a story, and
that’s why more guidance will be needed
TYPES OF INTERACTION: T-S, S-T, SSS
AIDS: textbook, handouts
 Inter-
No. Procedure Time Content Aim
action
T and SS engage in routine conversation T-S
1 Warming up 2’ To tune the Ss
about administrative measures. S-T
Checking previous To check Ss’
T-S
2 knowledge & 3’ The teacher checks the homework. previous
S-T
homework Knowledge
To create Ss’
Ss are told that the title of the story they are interest in the
going to read is Uncle Arthur’s Smoke topic and give
T-S
3 Lead- in 5’ Signals. Using the pictures as clues to what them a purpos
S-T
the story is about. Ss will have to make for reading th
guesses about the story. text which
follows
Ss read the text once quickly to find out the
To make Ss
connection between the pictures and the
aware of the
story. Then, they fill in the gaps with words T-S
importance of
from the box. T writes the linkers on the S-T
linkers while
board. Ss could complete the list.
telling a story
Ss read the text more carefully to find out To better
T-S
answers to some questions. understand th
S-T
text
Ss are told that they are going to listen to
the opening of a story. A student reads the To give Ss an
T-S
text up to the sentence which ends with example of
S-T
‘anxious’. Their task is to tell what kind of opening a stor
story it is.
Ss are reminded that adjectives are very
important for atmosphere. A chart is put
To give Ss
down on the board. Ss have to come up with
4 Follow up 36’ T-S guidance for
adjectives describing feelings, adjectives
S-T writing their
used to describe houses/rooms and other
own story
words they consider useful for a
mystery/ghost/horror story.
Ss are given some questions and asked to
write a passage on which the questions
could be based. They should treat the To get Ss mak
questions as a flexible framework within up the openin
SSS
which to make up the opening episodes of episodes of a
the story. Ss should understand that the story
questions serve only as a guide and they are
allowed for quite a degree of flexibility.
To get Ss
Ss are asked to exchange stories to compare exchange idea
efforts. Alternatively, the teacher reads the SSS in order to
story on which the questions were based. improve their
own story
5 Home assignment. 2’ The story outlined by the questions is T-S
incomplete so, as a homework activity, Ss
 will have to make up their own endings.
Ss are given grades or they are appreciated
6 Evaluation 2’ T-S
accordingly.