Telling your own Halloween story A2 (CEFR) 90′

This lesson was planned for an A2 (CEFR) level (pre-intermediate 1 or 2). They must be acquainted with parts of the house (also furniture and house objects), adjectives and sequence words, such as, first, second, when etc. They must also master the verbs in the past. 

Material:

Google Slides:

https://docs.google.com/presentation/d/1lu85XprDKxycxi4SELDYv3UEwPUA4R__oyE2xoETscI/edit?usp=sharing 

[Slide 1] 

1. Introducing the topic of the lesson to students: “Telling your own horror story”

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Teacher checks whether the students are on the same page. 
  • Feedback: Only if needed.
  • Steps: Teacher presents the first slide with the topic of the lesson, clarify anything that is needed.

[Slides 2 – 5] 

2. Setting the scene – Review of ‘house vocabulary’

[Slide 2]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Ss answer the questions, talking about their own houses. Students must be free to talk about the parts of their houses that they remember. Be ready: they might ask you some parts they don’t remember. 

How many rooms does your house have?

bedroom, kitchen, bathroom, garden, attic, basement, garage, living room, dining room, etc

[Slide 3]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 3′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Ss talk about other parts of the house they remember.

What other parts do you remember?

[Slide 4]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 3′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Teacher help ss to remember the parts that will be important to their story later.

Dining room

Living room

Kitchen

Office

Bedroom

Basement

Bathroom

Laundry room

[Slide 5]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Teacher help ss to remember objects they might use in their stories later.

What about the furniture and appliances?

There is/are

A pinboard

A mirror

Bunk bed

A chandelier

A bathtub

[Slides 6 – 9] 

3. Lead-in

[Slide 6]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 7′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Ss describe this living room / I have already written fireplace as a new word for students. Teach new vocabulary.  

[Slide 7]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 3′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Ss describe this corridor. I have already written, “there is a strange man holding a teddy bear“. They will probably need the words: paintings or pictures. I have used the adjective in a different colour because of the next steps (slide 10)

[Slide 8]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Ss describe this bedroom. I have already written, “there is an armchair“. 

[Slide 9]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 3′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Since this picture provides only one important place, I have already written: “In this picture, there are scary and dirty stairs”. Here students can discuss the blue words. 

[Slides 10 – 11] 

4. Noticing

[Slide 10]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Students take a look at what is written on this slide, and work on the different coloured words. 

[Slide 11]

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Brainstorm what other adjectives students can use, remind them they must use verbs in the past and check if they understand :Words for telling stories:
    • While
    • First / Second
    • So / because
    • But / however
    • After / then

[Slide 12] 

5. Writing their own story – practising

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Students check the model on the board and start writing their stories into bullet points as an outline. At least 7 points. Remind them that this is supposed to be a short story but it has to have begging, middle and end. 

 

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Students practice by telling their stories to a peer. 

 

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 10′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: If there aren’t any problems, ask students to sit on the floor (in a circle) and ask a volunteer to start telling their story to the whole group. 

 

[Slide 13] 

6. Feedback

  • Interaction: T-SS / SS-SS / S-S
  • Timing: 5′
  • Monitoring: Teacher walks around and takes notes on the students’ contributions. 
  • Feedback: Focus on vocabulary and pronunciation.
  • Steps: Students talk about how fun it was to create their own horror story? Why?

[Slide 14] 

7. Revisit the topic of the lesson: “Telling your own horror story”

  • Interaction: T-SS
  • Timing: 3′
  • Monitoring: Teacher checks whether the students are on the same page. 
  • Feedback: Only if needed.
  • Steps: Ask students to list the words they remember from this class and what was the scariest or funniest or even the best story they have heard in the group. 
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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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