Frazer Worthington Frazer Worthington

Lesson 2. Part one. Page 10.
Elementary level


In part one of this lesson, the students review the use of the present simple affirmative and negative through a game-based activity that focuses on grammatical accuracy. The students are then introduced to the theme of the lesson based on cultural understanding of the English monarchy. The students read a text for gist and specific details and practice dictionary skills to find unknown words.


Abc Royal picture
Abc Post reading handout
Abc Deck of cards

Main Aims

  • To provide gist and detailed reading practice using a text about the English monarchy.

Subsidiary Aims

  • To provide accuracy speaking practice in a opinions in the context of of the English monarchy.


Warmer. (3-5 minutes) • Warm the class up for the class.

Getting ready Everybody is a cowboy or cowgirl. All players in a circle test their revolvers, drawing from the hip Western-style and shooting into the air. Playing Ask the group to concentrate. When everybody is quiet, call someone’s name. That player has to drop to the floor as fast as they can. Their neighbours take a shot at them (chest level); if the player is not down fast enough, they die a dramatic death. If they are down before a gun is fired, the neighbour who fired last dies. Insist that for every shot there should be at least one victim. If there is any confusion between a few about who shot first, they should all spontaneously die. Repeat till only two players are still standing. Place those two back to back in the middle of the circle and give them a sign to start walking away from each other. When they hear the signal they turn around as fast as they can and shoot the other. Again, at least one victim, and if they are not sure who shot first they should both gladly die. Language element; As the students die they must die acting out an action verb. Then record this word onto the board.

Grammar review; Present simple affirmative and negative. (10-12 minutes) • To review and consolidate the grammar structure

In a deck of 52 playing cards, there are 13 ranks (hearts, queens, numbers...) and four suits (hearts, spades, clubs and diamonds). The ace is the highest in most card games. The suits are diamonds, clubs, hearts, and spades. In this game, the jack will be 11, the queen 12 and the king 13. How to play; Ask learners to sit in four groups. On the board, write 13 verbs in the infinitive form and number them from one to 13. For example: 1 – write 2 – buy 3 – study Give a suit (hearts, spades, clubs or diamonds) to each group. Ask them to shuffle and deal all the cards face down. Each learner now has cards with numbers, and each number corresponds with a verb on the board. They must think of a question containing this verb to ask the other learners in their group, but they must wait for the game to begin before they ask their question. The game begins with the learner who has the ace. The learner places the card in the centre and asks their question to all the learners in the group. The question must be an open question: Where do you study? Closed questions, which can be answered with yes or no, are not allowed in this game. Do you study here? Allow three or four minutes for asking and answering open questions. Circulate in the classroom and offer help. The learner who has the card with the number two takes the next turn.

Pre-Reading / While reading. (4-6 minutes) • To provide context for the reading and necessary vocabulary

-Flash the picture of the royal couple to the class. -Encourage the class to guess who it is. -Flash again for 10 seconds and have the students share their answers. -Show the picture of the royal family. Ask, ' Who are they ?', Do you know their names ?'. -Put students into pairs. Have students brainstorm words to do with the pictures and any names they know. - Have pairs check the answers together. - Go through the names of the royals with the class. - Check the vocabulary from activity one above the reading text. - Set students up for the reading task. - ' You are going to read a text and answer two questions'. - Focus on exercise 2. - Have pairs complete the exercise

While-Reading (10-12 minutes) • To provide the students with reading the text for specific details and focusing on text organisation.

- Have the students read the text again. - Students answer exercise three on-page 10 in their notebooks. - Students correct false statements to make the statements true. - Students then create two additional statements for their partner to answer true or false. - Students exchange questions with each other and answer. - Students close their books. - Collect in the questions students wrote. - Make small groups, read the questions to the class and have groups answer. - Award points to the groups.

Post-Reading/Listening (10-12 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

- Have the students check their answers with the textbook. - Then prepare students for the next task. - Say to the class, ' Do you like the Royal family ?', ' Why / Why not?' - Write sentence stem on the board; I like / I don't like the royal family because .... - Encourage the class to share their answers. - Direct the students to use the dictionary to find the meaning of the adjectives in exercise 5 page 10. - Have the T.A check the correct meaning with the class. - Check with the class they know what to do for exercise 5. - Play the audio. Students listen and match the correct person in the table. - Check the answers. - Write on the board; What do you like/dislike about the royal family? / Do you think they are a good/bad idea? Why? / Why not? - Check with the class the meaning of agreeing or disagreeing. - Hand the students the table. Students circle and write A for agree or D for disagreeing on the table. - Students spend three minutes to prepare their answers. Students should also think of a reason why. - Hand the students the listening transcript. Have the students find the reasons why in the text and underline. - Ask the class to tell you the reasons why from the transcript. For lower-level students model this on the board and guide the class to identify the reasons. - Have students prepare their reasons why on the handout. - Students then mingle around the class and collect the information on the table. - Finally have students share their ideas.

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