Lesson plans

Lesson plan on the “Legend of the White Stag” 

Target age group: secondary school students

 

Warmer (5 minutes)

Group discussion: What is a legend?/Who is legendary?

 

Task 1 Students read text. (5 min)

Task 2 Vocabulary: match words to English definitions. (5 min)

1 passionate                                                     a,   wonderful

2 to grow into manhood                                 b,   impressive

3 land filled with game                                  c,  showing strong emotions

4 magnificiant                                                   d , full of fish

5  wondrous                                                       e, to become adult

6 to chase                                                            f,   area rich in wild animals

7 thicket                                                              g, woman servant

8 rivers teeming with fish                              h, to turn quickly round and round

9 spy                                                                      i, lots of small trees growing close

10 to twirl                                                             j,  remove sg by pulling

11 commotion                                                      k, watch, observe

 

Task 3 Answer the questions (5 min)

1 Why did Nimrod think his sons should start their own life?

2 What kind of land did Hunor and Magyar find while they were hunting?

3 Why do you think they started to chase the stag? Could they catch it?

4 What did they hear and see the following morning?

5 What happened to Hunor and Magyar’s people?

6 What do you think the stag symbolises?

Task 4 The importance of symbols in cultural history. Discussion. (15 min) What stories do others have? Cultural history.

Plenary (10 minutes)

Discussion about the gender issues in the story

 Homework

Students have to search for gender issues via ICT

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Lesson plan on Dr. Jekyll and Mr. Hyde

Target age group: secondary school students

Homework set in previous lesson: students have to read the text

 Warmer (5 minutes)

Show students pictures or a video about chapter 1.

Task 1 (7 minutes)

Ask students to collect words describing good and bad from the text on sticky notes.

 Task 2 (5 minutes)

Answer the following questions.

  1. a) In your own words, describe how Mr. Enfield feels about the entire story.
  2. b) What would you do if you witnessed a similar situation?

Task 3 (8 minutes)

Say if the following statements are TRUE or FALSE. Justify your answers.

  1. a) Everything happened in a lively street in the city.
  2. b) The man objected to be retained by Mr. Enfield.
  3. c) Some characters in the story had a pitiful attitude towards the man.

 Task 4 (5 minutes)

Find synonyms for the following words. There are two extra words.

very                       weird                    notice                   parade                  hatred                  chemist

remark

pretty

loathing

odd

 Task 5 (10 minutes)

Text summary. Fill in the gaps activity.

Students form groups of 3 or 4 and they do the gap filling activity together.

“Mr Utterson is a boring but loveable lawyer who people get help from when they are in_____________. He is friends with a cousin, Enfield, and goes on regular Sunday walks with him. On Sunday, they pass a dirty_________________ in a poor area. Enfield tells Utterson a story about the door and the man who lives behind it. He says he saw a small, revolting man___________a small __________of eight, at 3am in the morning. A crowd, led by Enfield, confronted the man and forced him to pay_____________ in compensation. The man gave them a cheque which we learn at the very end of the chapter was signed by_______________, a very___________person: no –one believed the cheque was_________but later found out it was. Utterson is worried that Jekyll is being____________by Hyde.

Cooler (5 minutes)

Ask questions what they think will happen next.

Set the homework: Write an ending for the story, 50 words each.

Evaluation / self-evaluation

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Lesson plan on “The Elegy” by Miguel Hernández

Age group: secondary school students

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Homework prior to the lesson:

Find information about Miguel Hernandez with the help of the internet.

Warmer: (5 minutes)

A questionnaire with the help of mind mapping

http://katierener.weebly.com/uploads/7/6/9/0/7690393/9701440_orig.jpg?1

When did you last read a poem?

What kind of poems do you like?

Have you tried to write a poem?

List some poets national/ international

Task 1  (5 minutes)

Ask students to read the poem

Task 2  (10 minutes)

Reading comprehension

a, Read the poem and choose the correct options to complete the sentences below:

1. The poem is about a friend´s ___________ a) visit b) death c) accident

2. The poet feels ___________ a) sad b) scared c) happy

3. The ending of the poem suggests a feeling of_______ a) tragedy b) suffering c) hope

b, Match the words in A to the definitions in B.

A                         B

1 Mine                a Wanting more

2 Lullaby           b Empty, lonely, unhappy

3 Gather             c A song to make a baby sleep

4 Greedy            d Dig holes in the ground

5 Desolate          e Bring things together

c. Match the words in A with the words in B that have a similar meaning:

A                          B

1 Disgrace         a Angelic

2 Noble              b Call

3 Blow                c Sorrow

4 Summon       d Catastrophe

5 Pain                 e Thrust

Task 3 (15 minutes)

Divide the students into groups of 4 and divide the poem into 4 parts so that each group gets 4 stanzas to deal with. They have to discuss their bit and they have share their knowledge.

Task 4 (5 minutes)

Students play Kahoot.

https://play.kahoot.it/#/?quizId=4e78a85c-f7bb-492c-a07a-dceeb3449fcf

Cooler (5 minutes)

Ask students to give their general idea about the poem.

Evaluation

Set the homework. Ask them to write an essay of 100-150 words „Imagining the world

without my best friend.”

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Lesson plan on the Invincible

Target age group: secondary school students

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Warmer (5 minutes)

Miming: this activity aims at arising Students’ interest to motivate them to be active while dealing with the

text. Students are asked to choose a sentence and act it out without using any words.

The others are expected to find out which sentence was acted out.

Task 1 (10 minutes)

Group formation activity: Students are asked to work in groups of 4 and collect phrases that have colours in

and write them on the board.

Task 2 (15 minutes)

Students work in groups of 4 and collect similes or words to do with death (highlighted by blue or a

colour which the Students associate death with chosen by the Students), waking up and movements (highlighted in red)

Task 3 (10 minutes)

The teacher chooses words from the extract and Students have to guess with it means from the context

sheathed in darkness (paragraph 3)

spacecraft’s stern (paragraph 3)

ward off (paragraph 5)

velocity (paragraph 5)

feeble jerks (paragraph 5)

Cooler (5minutes)

Students work individually and do a quiz on the content of the extract.

Who was it written by?

What is the name of the ship?

How many people were there on the spaceship

What is the name of the Constellation?

What was the name of the spaceship that was lost?

What was the last message from the sistership?

Who is Rohan?

How is the ship fuelled?

How long have they been in hybernation?

Homework: Teacher asks students to write a paragraph on the possible ending, or alternatively, they have to prepare a route about the landmarks of Lem’s life with the use of the internet.

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New logo for Pangea Project

Spanish Pangea teachers team has designed a new logo for Pangea project with the colaboration of all partners, translating “Connecting cultures” into their mother languages. The idea was to have only one logo for the project. We have tried to show in the logo the six participants countries, using the flag of every country in each letter of the name PANGEA, with a background of a text in English, showing that the project is about reading literature in English language and with the frame of “Connecting cultures” in the six languages involved in the project, Spanish, Polish, Finnish, Turkish, Hungarian and English, since we are knowing new cultures through literature. We were inspired by the previous logos that participants students during our second Pangea meeting in Pori (Finland) created.LOGO PANGEA

Pangea exposure

DSCF3700 Some pictures of Pangea exposure that Spanish students have prepared with the occasion of the 4th Pangea international meeting that will take place in our school next week, 14-18th of March 2016. In this exposure can be seen some of the works Spanish students have done in relation to the previous texts we have worked in Pangea project.

DSCF3701.JPG