Friendship 2

Term 2

LESSON: Friendship 2

5.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

5.C9 use imagination to express thoughts, ideas, experiences and feelings

• develop listening skills through watching a story about “Lion and mouse”
• improve speaking skills by working in pairs, groups and whole class
• express ideas including emotions and senses
• portray various characters as roleplaying a story

• develop listening skills through watching a story about “Lion and mouse”
• improve speaking skills by working in pairs, groups and whole class
• express ideas building simple sentences
• portray various characters as roleplaying a story

• develop listening skills through watching a story about “Lion and mouse”
• improve speaking skills by working in pairs, groups and whole class
• express ideas building extended sentences
• portray various characters as roleplaying a story

Beginning

5-min

Warm-up and lesson objectives presentation

Warm-up (W, I) Truth telling

Learners are organized into the circle to write two things about themselves, one is true and the other is false. Other students have to guess the author of the paper.

Teacher introduces the lesson objectives.

3-min

3-min

10-min

15-min

Pre – listening

Teacher asks students if a lion and a mouse can be friends. Why yes or no?

Vocabulary (W)

Teacher asks learners to put the words into correct group and check as a whole class.

While – listening (I)

Task 1. Listen to the story and put the pictures in order.

Task 2. Write the number of the picture in exercise 1 next to the sentence.

Task 3. Write your answers to the questions.

Post- listening

Learners think of a think is the moral of the story(give arguments)

Role play (G)

Learners in 3 (narrator, lion, mouse) role-play the story.

Differentiation

Less able students are let to read the roles from the text.

PPT

Handout 1

https://learnenglishkids.britishcouncil.org/ru/short-stories/the-lion-and-the-mouse

4-min

Teacher uses three colours of the traffic lights to organise a discussion for identifying the similarities and differences between the heroes of the story?

• More support can be given at the start and in middle of lesson by providing less-able learners with story vocabulary in a word list so they can read examples of words seen or heard.
• Learners who are less confident at making up dialogue, can be given copies of parts of the dialogue from the story to read aloud.
• More-able learners can be encouraged to use the full range of language from the video when they practise the role-play.

• Monitor how much vocabulary learners can recall from images on the video without sound and then from video with sound.

• Monitor learners as they reorder events from the story. Can they read and understand each event and can they sort them into chronological order? Notice any sentences which are difficult for learners to understand and adapt for a future lesson.
• Monitor groups of learners as they agree on and practise dialogue for the role-play activity. Do they take turns to speak? Do they contribute appropriate language for the role-play?

• Links to the L1: Do learners know this story in the L1 and do they know any other Aesop’s fables?
• Make sure learners have sufficient space to act out the role-play.
• As the unit is on the topic of values, it is very important to leave time to discuss the end two questions with the whole class.

Task 3. Write your answers to the questions.

What animal does catch the lion ?

What does the lion want to do with mouse?

What does the mouse promise to lion?

Does the lion think the mouse can help him?

What happens to the lion next day?

How does the mouse help to lion?

Role play (G)

Learners in 3 (narrator, lion, mouse) role-play the story.