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Lesson Plan 1
1. Initial Information
Grade Level Class size
Duration
Date
5th of Elementary
A1-A2 19 pupils
90 mins.
06/05/19
Title Chapter 6: The Guard at the GatesDescription A complete two-hour lesson plan dedicated to
Chapter 6 of “The Wonderful Wizard of Oz” (see section “Associated with”) including listening practice, speaking practice, vocabulary analysis, grammar consolidation, and readingcomprehension activities.
Associated with The Wonderful Wizard of Oz (simplified novel retold by Virginia Evans and Jenny Dooley)[Evans, Virginia, and Jenny Dooley. The Wonderful Wizard ofOz. Express Publishing, 2007.]
Lesson Aims to develop students’ listening and reading skills.
to familiarise students with using dictionaries.
to consolidate learners’ grammar knowledge.
Lesson Objectives to develop students’ abilities to listen for specificinformation.
to help learners use communication strategies and compensation strategies when engaging in spoken interaction.
to develop students’ abilities to comprehend informationstated in a text.
to develop students’ abilities to scan a text in order tolocate desired information.
to help learners develop different strategies to cope withdifficult or unknown vocabulary in a text.
to help learners develop critical reading skills.
Connection to Coursebook
Simple Present tense: Unit 1. Lesson 1. Comparative Adjectives: Unit 6. Lesson 1.
Materials Handouts.Equipment CD player.
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Class Challenges 1 student with limited knowledge of Greek. 1 student with severe hearing loss
(wearing a cochlear implant).Anticipated Problems Technical issues with the photocopying
machine. Technical issues with the CD player. Students not participating or disturbing
their classmates. Students not wanting to cooperate with
their pairs. Insufficiency of allocated time.
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2. Lesson Plan
Stage
Description
Procedure Purpose Interaction
Pace
Lead-in: Welcoming Ss.
Ss take a sit, take out their pencils,
books, etc.T initiates some small talk (“How
was your weekend?”,
“How did that history exam
go?” etc.).
Greeting provides the opportunity to catch up with Ss
and creates a friendly, stress-
free environment. It is important for
T to establish a substantial
relationship with Ss that remains unaffected by what happens
duringthe lesson.
T Ss
4’
Pre-Review of
the previous lesson.
T reminds Ss of material covered
previously that are of importance to
the present lesson. For example, Ss
are asked to review what
happened in the last chapter of the
story.
A concise recapitulation
helps Ss update, validate and
consolidate their knowledge. It
reducesthe feeling of “being on a
different page” among Ss.
T Ss 5’
Pre-Introductio
n to Listening.
T briefly explains the lesson
objectives and hints to important landmarks of the
story.For instance, “We’ll meet
a new character today.”
Sensitizes Ss to the topic and arouses their interest. Also,
focuses Ss’ attention on the demands of the
activity.
T Ss 3’
While
Activity 1: Listening for specific information.
Ss listen carefully with emphasis on
finding out the missing words. There are two handouts: one
marked ‘Student A’ and the other
‘Student B’.The only difference
is inthe set of missing words (explained
Focuses Ss attention to
looking out for specific
information.
Individually
4’
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in Activity 2).
While
Activity 1:
Listening for
understanding the
story.
Ss listen for the second time,
focusing on the complete story
and double-checking their
answers.
Listening for the second time gives Ss the opportunity to understand the story thoroughly, without the stress
of having tocomplete a task.
Individually
4’
While
Activity 2: Reading in turns and checkingActivity
1.
Ss work in pairs taking turns
reading the text. They share their answers while T
makes sure everyone is on
board and
Checking activities in class
sets the precedent for collaborating with a shared
goal in mind. It gives Ss the time
to
S S 5’
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participating. T encourages Ss to
express any doubts they may
have.
resolve any problems they might have in
comprehending the
text.
Post-Activity 3: Translatin
g in Greek.
T guides Ss through the activity and
discusses Ss’ insights. T clarifies
when necessary and Ss can add to
the list of unknown words (hence the notes
section at the bottom of
the handout).
Translation exercises can establish new
vocabulary in a controlled way.
T Ss 9’
Post -
Activity 4: Synonym matching.
T explains the activity and Ss complete it on
their own.
Synonym matching is a
good way for Ss to learn how to mediate in
English and review already
acquiredvocabulary.
Individually
4’
Post-Activity 4 discussion.
T offers feedback and clarifies some
grammatical phenomena.
For instance, this activity prompts the discussion of quantifiers and(un)countable
nouns.
Again, discussing activities in class is an
effective way for Ss to ask
questions and express
weaknesses.
T Ss 5’
In-class break
T informs Ss about the duration of the break. Since this is an unofficial
break, Ss need to be told to behave
so as to not disturb other on-
goingclasses.
It signifies a change in direction
regarding the lesson (from listening to
writing) while giving Ss enough time to prepare
themselves mentally for
a more demanding task.
2’
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Pre-Activity 5: Ordering
Ss complete the activity and share their answers that
they have to be able to justify by pinpointing parts
of the text. T makes corrections
if needed.
Ordering exercises give Ss the opportunity
to understand the linearity of the
story and distinguish
events chronologically. Ss are asked to
scan the story for this purpose. It
also invites Ss to revisit the
text after the break.
T Ss 5’
While
Activity 6:
Reading and
writing
T assigns pairs to Ss who might be seated alone and then explains the activity. Ss are
asked to read the text again andthink carefully
about the
By working together and
thinking critically of the text, Ss can
enrich their understanding of
the story.
S S 15’
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questions. T lets them know that
there are dictionaries
available for those who may need it.
As Ss work, T goes from pair to pair
offering assistance and resolving
misunderstandings.
Although Ss might be apprehensive
at first, dictionaries are
an invaluable tool. Figuring out a
dictionary with a classmate makes the procedure a
little less threatening.
[Note: I had to dedicate some
time on how the ancient relic
works.After some
instances of trial and error, Ss seemed very
pleasedwith it]
Post-
Activity 6 discussion.
While Ss were working, T has
kept notes of what the Ss have
prepared and makes guided
comments as Ss discuss their
answers. The best answers are
written on the board as model
answers.
This activity gives Ss the
opportunity to collectively
discuss the text and improve their writing skills by
reading what other Ss have
written.
T Ss 10’
Post-
Closure and follow-up.
T reviews the lesson, putting emphasis on important aspects and gives a preview of the
lesson to follow.
Consolidates knowledge and prepares Ss for the next lesson.
T Ss 6’
Post-
Activity 7: Maze
In the event that Ss have spent the
whole lesson resisting following the maze, T invites
them tofigure it out.
Mazes are of little educational value, but in this case, I find it keeps Ss in
touch with thestory.
Individually
5’
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Relaxing
Ss pack their English notes
and get ready for their next class.
T wipes the whiteboard.
Everyone waits for the bell to ring to
go out in an orderly manner.
Ss are able to collect their
thoughts. It is best to avoid after-the-bell, last-minute
urgency; Ss may feel stressed
which can impact the way they feel about the lesson
negatively.
4’
Back-up Activity
Class poll:Who is your favourite “Wonderful
Wizard of Oz” character?
Sts can practice their speaking skills while
engaging in an interesting discussion.
Sts Sts
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Rationale for Lesson Plan 1
This lesson plan is designed for the 5th grade (10-11 years of age) of the 99th Public Elementary School. The class consists of 19 students displaying more or less homogeneous English proficiency levels (A1, on the threshold of A2). The lesson plan covers two consecutive teaching hours (90 minutes total) and combines listening practice, speaking practice, vocabulary analysis, grammar consolidation, and reading comprehension activities. The lesson plan is divided into two sections, each consisting of pre-, while, and post- learning stages.
In the first section, the emphasis is put on developing listening skills through interrelated processes. Starting with Activity 1, students are asked to complete a listening cloze which integrates listening practice with partial dictation (Oller, 1979). Recent studies have argued for the positive effect of dictation on developing listening skills (Chun, 2010; Kuo, 2010; Marzban & Adbollani, 2013).
Activity 2 is a hybrid activity (Zúñiga Vargas, 2015) in the sense that it exploits elements from the listening cloze and merges them with an information gap activity, promoting student autonomy and peer assessment (Maíz-Arévalo, 2008). Cooperative learning promotes ‘learning, higher level thinking, prosocial behaviour, and a greater understanding of children with diverse learning, social, and adjustment needs’ (Cohen, 1994).
Following the Keyword Method, one of the most extensively researched mnemonics used in teaching FL vocabulary (Khorasgani & Khanehgir, 2017), Activity 3 helps students create mental images and associate them with new words while partaking in interlingual mediation (Stathopoulou, 2015).
On a similar note, Activity 4 engages students in intralingual paraphrasing (Stathopoulou, 2015) with the introduction of synonyms. The development of vocabulary, which is pronounced in both these activities, plays a great role for young learners in acquiring a language (Cameron, 2001; Linse, 2005)
Between sections, an in-class break is proposed. As stated by Godwin et al. (2016), on-task behaviour tends to decline as the instructional duration is increased. Research has shown that quick breaks help learners refocus (Howie et al., 2014).
In the second section, the focus is placed on expanding students’ reading skills and reading comprehension. Activity 5, a sequencing exercise, activates metacognitive reading procedures used for observing and arranging (Channa et al., 2015). In addition, Cook (1993) suggests that metacognitive reading methodologies encourage directed-attention, self-monitoring, self-reinforcement, and self-evaluation.
Building on Bloom’s Taxonomy (Bloom et al., 1956), Activity 6 encourages students to understand the text at the literal (understanding who, what, where, and when) and the inferential level (understanding why). Through
Teaching Practicum 2019
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this textual processing, students are invited to make personal connections, deepen their understanding, and go beyond literal meanings (Bloom et al., 1956). For the purposes of this activity, the use of bilingual dictionaries is linked to improved reading comprehension in lower proficiency learners (Knight, 1994).
Despite having limited educational value, Activity 7 provides a fun and motivating atmosphere for students (Gozcu, 2016). According to Lee (1995), games encourage interaction and can decrease anxiety.
References
Bloom, B. S., et al. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. New York: David McKay.
Cameron, L. (2001). Teaching Languages to Young Learners. Cambridge: Cambridge University Press.
Channa, M. A., et al. (2015). Developing reading comprehension through metacognitive strategies: A review of previous studies. English Language Teaching, 8 (8).
Chun, L. S. (2010). Developing intensive listening skill: A case study of long-term dictation task using rapid speed. My Jurnal. Retrieved from www.myjurnal.my.
Cohen, E. (1994). Restructuring the classroom: Conditions for productive groups. Review of Educational Research, 64, 1-35.
Cook, V. (1993). Linguistics and Second Language Acquisition. London: Macmillan.
Godwin, K. E., et al. (2016). Off-task behavior in elementary school children. Learning and Instruction, 44, 128-143.
Gozcu, E. (2016). The importance of using games in EFL classrooms. Cypriot Journal of Educational Sciences, 11 (3), 126-135.
Howie, E. K., et al. (2014). Acute classroom exercise breaks improve on-task behavior in 4th and 5th grade students: A dose–response. Learning and Instruction, 7 (2), 65-71.
Khorasgani, A. T., Khanehgir, M. (2017). Teaching new vocabulary to Iranian young FL leraners: Using two methods total physical response and keyword method. International Journal of Languages’ Education and Teaching, 5 (1), 90-100.
Knight, S. (1994). Dictionary use while reading: The effects on comprehension and vocabulary acquisition for students of different verbal abilities. The Modern Language Journal, 78, 285-99.
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Kuo, Y. (2010). Using partial dictation of an English teaching radio program to enhance EFL learners listening comprehension. Asian EFL Journal, 47, 1-26.
Lee, W.R. (2000). Language teaching games and contests. Oxford: Oxford University Press.
Linse, C. T. (2005). Practical English Language Learning: Young Learners. New York: McGraw-Hill ESL/ELY.
Maíz-Arévalo, C. (2008). Peer-assessment in the ESL classrom: a practical project. Porta Linguarum, 9, 127-138.
Marzban, A., & Abdollahi, M. (2013). The Effect of partial dictation on the listening comprehension ability of Iranian intermediate EFL learners. International Research Journal of Applied and Basic Sciences. 5 (2), 238-244.
Oller, J. W. (1979). Language tests at school. London: Longman.
Stathopoulou, M. (2015). Cross-Language Mediation in Foreign Language Teaching and Testing. Bristol: Multilingual Matters.
Zúñiga Vargas, J. P. (2015). Listening cloze meets info-gap: A hybrid activity to exploit listening materials. Retrieved from www.americanenglish.state.gov/english-teaching-forum.
Teaching Practicum 2019
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The Wonderful Wizard of Oz
Chapter 6. The Guard at the Gates
Student A
Activity 1: Listen and complete the missing words (1-9) to find out what’s
happening in the story.
Dorothy and her new friends followed the yellow brick road out of the forest, through fields of flowers, over hills and across bridges. After some time, they saw houses by the road. The houses were 1) .
“I think we’re near the Emerald City,” said Dorothy. “Yes!” shouted the Tin Man. “Look!”Dorothy looked and saw a green light shining in the distance. “That’s it!” she
said. “That’s where the Great Oz lives!”They walked on, and the green light became brighter and brighter. After a few
hours, they came to the wall around the city. It was green and had a large gate with emeralds all over it. There was a 2) next to the gate, and Dorothy pushed the button.
The gates opened and they saw a small man. He looked like a 3) , but his clothes were green, and there was a big green box next to him.
“I am the guard of the gates,” said the man. “What do you want in the Emerald City?”
“We want to see the Great Oz,” replied Dorothy.The guard looked very 4) .“No one sees the Great Oz,” he said.“But I want him to give me a brain,” explained the Scarecrow.“That is easy for the Great Oz,” said the guard. “He has plenty of brains.” “I want him to give me a heart,” said the Tin Man.“He can do that,” said the guard. “He has hearts of all 5) and sizes.” “I want some courage,” said the Lion.“The Great Oz has a 6) pot of courage,” said the guard.“I want to go back to Kansas,” said Dorothy. “Can he help me, too?”“The Great Oz can do anything”, said the guard. “You can see him, but you must
wear these 7) .”
Page 1 of 4
13 He opened the green box and Dorothy saw that there were hundreds of pairs
of green glasses inside.“The Emerald City is very bright,” warned the guard. “Everyone inside wears these
special glasses, all 8) and all 9) .”
a. far awayb. a lotc. make something cleard. from one side to the
other
Teaching Practicum 2019
14They all put on the glasses, and the guard locked them at the back of their heads, so they could not take them off.
“Now come with me,” he said, and he took them into the Emerald City.To be continued…
Activity 2: Your partner has different words missing. Take turns reading to check your answers.
Could you read lines 1 to 2 in paragraph I?
Could you repeat that again, please?
Would you mind speaking slowly, please?
How do you pronounce this word?
Activity 3: Look at the pictures (1-6) and translate the words in Greek.
1. “guard” means 4.
“gate” means 5.2.
“to lock” means3.
“to shout” means
“bright” means
“bridge” means
Activity 4: Match the words (1-4) with their synonyms (a-d).
Page 2 of 4
Notes
6.
Useful questions to
ASK your PARTNER
1. ACRoss
2. in the distANCE
3. plenty
4. eXPLAIn
Page 3 of 4
3 Activity 5: Read the text and put the pictures in the correct order.
Activity 6: Read the text again and answer the questions (1-3) below. Discuss in pairs.
1. Why is the GUARD surprised when Dorothy tells him wHAT they WANT?
3. Why do Dorothy AND her friends need to weAR speCIAL GLASses?
2. Why is the GUARD sure tHAT the GreAT Oz CAN give them wHAT they wANT?
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4
Activity 7: Follow the maze and help the gang go to the Emerald City!
Page 1 of 4
5
The Wonderful Wizard of Oz
Chapter 6. The Guard at the Gates
Student B
Activity 1: Listen and complete the missing words (1-9) to find out what’s
happening in the story.
Dorothy and her new friends followed the yellow brick road out of the forest, through fields of 1) , over hills and across bridges. After some time, they saw houses by the road. The houses were green.
“I think we’re near the Emerald City,” said Dorothy. “Yes!” shouted the Tin Man. “Look!”Dorothy looked and saw a green light shining in the distance. “That’s it!” she
said. “That’s where the Great Oz lives!”They walked on, and the green light became brighter and brighter. After a few
hours, they came to the wall 2) the city. It was green and had a large gate with emeralds all over it. There was a bell next to the gate, and Dorothy pushed the 3) .
The gates opened and they saw a small man. He looked like Munchkin, but his clothes were green, and there was a big green box next to him.
“I am the guard of the gates,” said the man. “What do you want in the Emerald City?”
“We want to see the Great Oz,” replied Dorothy.The guard looked very surprised.“No one sees the Great Oz,” he said.“But I want him to give me a brain,” explained the Scarecrow.“That is 4) for the Great Oz,” said the guard. “He has plenty of brains.” “I want him to give me a heart,” said the Tin Man.“He can do that,” said the guard. “He has hearts of all shapes and sizes.” “I want some courage,” said the Lion.“The Great Oz has a huge pot of courage,” said the guard.“I want to go back to Kansas,” said Dorothy. “Can he 5) me, too?”“The Great Oz can do 6) ”, said the guard. “You can see him, but you must
Teaching Practicum 2019
6wear these glasses.”
He opened the green box and Dorothy saw that there were 7) of pairs of green glasses inside.
7 “The Emerald City is very bright,” warned the guard. “Everyone inside wears these 8) glasses, all day and all night”They all put on the glasses, and the guard locked them at the back of their heads, so they could not take them off.
“Now 9) with me,” he said, and he took them into the Emerald City.To be continued…
Activity 2: Your partner has different words missing. Take turns reading to check your answers.
Could you read lines 1 to 2 in paragraph I?
Could you repeat that again, please?
Would you mind speaking slowly, please?
How do you pronounce this word?
How do you spell that?
1. “guard” means 4.
2. “gate” means 5.
“to lock” means3.
“to shout” means
“bright” means
“bridge” means
Activity 3: Match the words (1-4) with their synonyms (a-d).
Activity 2: Look at the pictures (1-6) and translate the words in Greek.
Useful questions to
ASK your PARTNER
1. ACRoss
2. in the distANCE
3. plenty
4. eXPLAIn
a. far awayb. a lotc. make something cleard. from one side to the
other
Page 2 of 4
Notes
6.
Page 3 of 4
3 Activity 4: Read the text and put the pictures in the correct order.
Activity 5: Read the text again and answer the questions (1-3) below. Discuss in pairs.
1. Why is the GUARD surprised when Dorothy tells him wHAT they WANT?
2. Why is the GUARD sure THAT the GreAT Oz CAN give them wHAT they wANT?
3. Why do Dorothy AND her friends need to weAR speCIAL GLASses?
Teaching Practicum 2019
4Activity 6: Follow the maze and help the gang go to the Emerald City!
