Who was the Man? A Detailed Lesson Plan Teacher: Hayfa Majdoub, Tech Age Teacher Finalist Adapted from 1st Form English Course Book

Lesson 9: Who was the Man?

Objective:

SWBAT narrate the story in a conversation between the narrator and the son using vocabulary and idioms

related to the narrator’s feelings of fear and apprehension. a link to the lesson plan with more details http://goo.gl/5kVsl9

Listen to the soundtrack

This’s a pre-reading activity for a brainstorming and generating vocabulary and ideas to put the students in the mood. Time allocated 10 minutes maximum.Interaction: Teacher-Students Students are asked to listen to the soundtrack Students are asked in what kind of movies they hear such type of music. => sts: scary movies, horror films, thrillers.Students are asked how this kind of music make them feel. ( to generate vocabulary, mainly adjectives, and expressions/idioms of fear)sts: I feel … worried, anxious, apprehensive, afraid, terrified, scared… it makes your blood run cold, it gives you the heebie-jeebies, something that makes the hair on your neck stand up …

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Title: Who was the Man?

Interaction: Teacher- Student- StudentTime: 05 mn• In groups of four, students are asked to predict/imagine a possible scenario for the story in relation to the

title and the music they’ve just listened to. • Each group choose a speaker to report to the class their relative scenario, expressing possibilities using

 structures such as ; The story might be about…, I guess the story’s about…etc

This handout is distributed to the students to fill in after the story unfolds.

(pm)Time? Place?

A B

Students are introduced to the components of a story; setting (time and place), characters, events, feelings.Interaction: Teacher-StudentsSkills: speaking• Students are asked when and where the story takes place. • They are asked which element of the story these pictures represent ( they are also referred to the mind

map I handed to them)

A B

Interaction: teacher-Students• I ask my students to give this man a name. Let’s call him (we agree on a given name _ John)• What’s wrong with John? Sts: he’s sick, he suffers, he’s in hospital• Why is he in hospital? => Because he suffers from a stroke. (Targeted vocabulary)• Where is he exactly in the hospital? => in the rehabilitation unit (targeted vocabulary) => Students are asked to retell the story from the beginning before moving to a next slide.

Good night!

A B

• I ask my students about of the identity of the character (the lady) and her relation to John. She’s the wife of John/ John’s wife ( targeted grammar: the genitive) (we agree to give her a name _Mary)

• Describe Picture A, who are the characters in the picture, what are they doing? Sts: Mary and John, Mary is leaving and kissing her husband good night.

• How does Mary look like in picture B? Sts: she looks worried, anxious, thoughtful (feelings)• Why does she look so? Students generate scenarios expressing prediction and uncertainty. Sts: She

might be…, I guess because she’s…, I’m not sure but she may be… (recycled structure)• Students are asked to check their predictions after listening to/watching the animation.

1-In the animation, the lady expresses her fears. Watch and write down what she seems to be

worried about. 2- Compare your findings with your peer, then

share with the class.

Interaction: student-student , student-studentsTime: 5mnSkill: Listening to Speaking

The aim of the activity is to teach the function of expressing apprehension (What if + Sentence)

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• Highlight the use of what if + sentence to express an apprehension

Write the suitable apprehension from the ones mentioned earlier for the appropriate picture.There’s an extra picture.

Interaction: teacher<-->student <-->studentTime: 3mn• Students are given this exercise in a hand out.Differentiated instruction: Those who finish first/outstanding pupils are asked to write an apprehension for the remaining picture.

What if I run out of petrol?

What if someone follows me?

What if I have a break-down?

What if someone........................?

A

B C

Interaction: Teacher-Student• Students are asked to describe the pictures to follow the sequence of the events of the story guided by my

questions, and miming the situation ( Teacher and one student mime the 2 cars movement to infer vocabulary).

Targeted vocabulary: rear-view mirror, to overtake, slow down, to pull into the lay-by, to brake.• Students make sentences for each picture including the event, the characters involved and the feelings

evoked, retell the sequence of events in the slide, at one level. At another level, one student repeat the story from the start (To involve as many students as possible, I interrupt the speaking student and ask another one to continue the narration).

That’s it! I was being

followed!!!

a

b

Look at the bubble with the cat and write a sentence in which Mary expresses her fear with an idiom.

If I were Mary, I would……..Interaction: teacher-student Student-Students• How does she look in picture A? inferring feelings of

surprise and extreme fear. • How is she holding the steering wheel in picture B? ( I

mime the gesture of the character: holding tight) Sts: She Tightened her grip on the steering wheel.

• Why did she do so? Out of what? Sts: out of fear. • Fear of/from what? Sts the Man/ car who/that is following

her.Instruction: If you were Mary, what would you do in such a situation. Write your sentence starting as given, then share your scenario with the rest of the class. Then the students compare their scenarios to the story in the next slide.

A BHello, Kingston! Hi, Mary! He isn’t home.

Are you OK?i

Interaction: teacher-studentsWho’s Kingston?Who is the lady in picture B? Give her a name_Sara.What’s the relationship of Sara and Kingston.What’s the relationship of Sara and Mary? The aim is to infer vocabulary of in-law family relationships.

Read the text page 41-42

and discover who was the man?• Students read the text and discover that the narrator was being followed by her son. • How did she feel after discovering that the man following her was her son? Sts: She felt relieved.• Students are asked to use the sentences in question 7 page 43 to fill in the events branch in the mind map

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Game Time: Running Dictation

Interaction: teacher- student – studentsTime: 5mnActivity type: Game ( running dictation. For more information about the game copy and paste the link in your browser http://www.teachingenglish.org.uk/article/running-dictation)Instruction: Students are divided into small groups (3 sts) each group need runners and writers. I stick many copies of the word cloud in different places of the classroom for sts to run back and forth to their places.The aim is for one of the students in each group to walk (or run!) to read the word cloud on the wall. They remember some of the words and walk (or run!) back to their partner. They quietly dictate what they remembered to their partner, who writes it down. They then swap roles. Over several turns they will get the needed words. This means they really do have to run back and forth because students will only remember three or four words at a time.Together (the group team) complete the mind map with the words they gathered. Those who finish first of course are the winners.

Writing:

Imagine the conversation taking place between the narrator and her son kingston once they get back home. Then enact the dialogue with your classmate.Interaction: teacher- studentTime: 10mnWriting: Imagine the conversation taking place between the narrator and her son kingston, once they get back home. Then enact the dialogue with your classmate.

Resources:

Music/sound:Night Terrors (by Port City Music) slide 2

Pictures:WebographyMicrosoft clipart ( from powerpoint)

Animation: Xtranormal in slide 8(not available anymore)Youtube in slide8 (Who was the Man?)

audacitySlide 4: coggleSlide17: Taxegedo