GRADE 2 level
To provide fluency speaking practice in a converstation in the context of retelling the sotry of Goldilocks and the three bears
To provide clarification, review and practice of important words in the context of the story
Procedure (37-45 minutes)
T asks Ss about Goldilocks and tries to get the general idea. Ask the students if they have read the story before and what they remember about it, or ask them what they expect the story will be like. T tells Ss since you have read it, can you name one character in it? (⇢ There is a girl who ....... . Now let’s meet some characters from Goldilocks and the Three Bears. Let’s read about the girl first. What’s her name? (⇢ She is Goldilocks.) ★ How is she? (⇢ She is young and curious.) ★ What does she like to? (⇢ She likes to try everything.) ★ How many bears are there? (⇢ There are three bears.) ★ Who are they? (⇢ They are Papa Bear, Mama Bear, and Baby Bear.) ★ Who says the front door is open? (⇢ Papa Bear says it.) ★ Whose porridge is all gone? (⇢ Baby Bear’s porridge is all gone.)
-T shows flash cards and tries to elicit meaning by asking critical thinking questions as: Do you think the baby is standing or lying? - T does drilling for several times and makes sure the meaning is completely understood by Ss.
T sets Ss in gruops and Ss will get pictures to help them retell the story. each student will tell a part of the story. T changes Ss' roles as needed. Teacher keeps the activity flows wilth no interruption or correction. Ss may provide help as he/she sets the activity.
T hands Ss worksheet and asks them to do it in groups. T offers and provides help. T hands answer key or does the exercises with Ss if time permits.