Practice II – Samanta Otamendi, Federico Ramonda & Camila Roldán

Lesson Plan: “Goldilocks and the three bears”

Class: 4th grade (8- 10 year old)

Level: Beginner

Time: One or two classes

Language Exponents: Adjectives - Verb to be.

Language Skills: Reading, Listening, Speaking, Writing

Main Aim(s)

By the end of the lesson, the students will have a clear understanding of the story

and they will acquire some more vocabulary related to it.

Personal Aims

We want the students to know the story in case they don’t, and to see how they feel

reading short stories during the lesson. In addition, we want them to understand this

story through some exercises which will help them to develop their skills.

Materials

Computer, beamer and headphones.

Anticipated Problems

1. Some students may have problems with some vocabulary.

2. Some students may find the story a bit boring.

3. Technology may fail.

Possible solutions

1. Teachers will explain all the vocabulary the students don’t understand.

2. Teachers will try to engage students with the story by asking more personal

questions and inviting them to think what they would have done in a situation like

the one presented in the story.

3. Teachers read the story varying pitch and volume so that students are caught in the

narrative and understand it.

Practice II – Samanta Otamendi, Federico Ramonda & Camila Roldán

PROCEDURES

1) Warm-up activities:

a- Teachers ask students personal questions such as Did your parents punish you for

doing something bad? Or something dangerous? What was it? Do you think it was good

what you did? Would you do it again? (5-10 minutes)

b- Teachers present the students with the title of the story to see if they know it. If they do,

he/she asks them to say something they remember about it. If they don’t, the teacher asks

them to try to guess what could happen. (5 minutes)

2) While reading:

a- Students watch a video where the story is read aloud.

http://www.youtube.com/watch?v=Oaw-d3r_gIc (5 minutes)

b- Teacher re-reads the story with the students and clarifies unknown words. At the same

time, he/she asks questions to check the students’ understanding of the story. (10

minutes)

c- Students solve a practice worksheet of the story where they have to match and order

the sequence of the story. (10 minutes)

3) Follow up activities:

These are possibilities:

a- Students write about their favorite part of the story and draw the scene.

c- Students propose a different version of the story by, for example, changing the food, or

the animals involved or even the main character.

b- Ask students to provide a different ending to the story. This could be done in one or two

short sentences.

c- Ask students to support their alternative endings through a drawing.

d- Students could work together with the science teacher in order to research about

bears. The way they behave, the food they eat, where they live, etc.