Note: To be used in conjunction with story tree reading lesson.

LEVEL: Elementary/Intermediate

OBJECTIVES: The students should be able to:

1. retell a story
2. make finger puppets
3. use finger puppets to tell a story

MATERIALS: Oslo paper, scissors, crayon or watercolor markers, pens, pencils, bond paper, ruler, a story with several characters, prepared finger puppet based on the story, glue, a story with several characters (elementary or intermediate)

TIME FRAME: 1 hour

PROCEDURE:

1.) Find a good motivation that will prepare the students for the story. It can be a game, a question, or a picture that will spark their interest.

2.) Read the story aloud with expression. Make sure the story is suited to the level of your students.

3.) Discuss the story with the students.

4.) Bring out the finger puppets based on the story’s characters. Ask students to retell the story using their own words. Each student should use the finger puppet to retell the story. They can even change their voices to suit the character. Model how to do it.

5.) Ask the other students to provide different sequels to this story. Give them prompts or guidelines to help them with their different storylines. Elementary students can give simple storylines. Intermediate students are expected to give more complex storylines.

6.) Model how to make finger puppets. Give ¼ oslo paper to each student. You can give them a template they can trace or you can show how to do it from scratch. Let them put the puppet around their fingers to know the correct size. Tell them to use masking tape to attach the ends together.

7.) Pair off the students and let them think of the storyline for their puppets. They can decide to have more than two characters. Give them ideas on how to go about it. It can be a fantasy, a fairy tale, a fable, a horror story, an action hero story. Simple stories are required for elementary students and the dialogue should be at their level. Intermediate students need to make the dialogue and storyline more complex.

8.) Draw lots to determine which pair will present their story first. To make sure the other students are listening, ask them to evaluate the stories by writing the scores on a piece of paper (to be tallied at the end when all have presented already). Think of how to score the story. For example, it can be rated from 1 to 5, 5 being the highest and 1 being the lowest. The winning story will get a reward from you. Determine what the reward will be. It can be candy, bonus points, certificate, etc..

LEVEL: Elementary/Intermediate

OBJECTIVES: The students should be able to:

1. describe an object orally and in written form
2. guess the riddle of their classmates

MATERIALS: oslo paper, bond paper, pens, pencils, crayon, stapler, picture cards, riddle books (simple to more complex ones), picture dictionaries, picture books

TIME FRAME: one hour or more

PROCEDURE:

1.) Play a game with the students. Use five picture cards that you will describe and let the students guess each picture before showing it to them. Make the description simple for elementary students and make it more complex for intermediate students.

e.g. I come in different colors-red, pink, yellow. I live in the garden and the fields. Butterflies love me. What am I? (Flower) This is the simple one.
I can be square, oval, round, and rectangular. I come in different colors. I am soft and am usually seen on beds. I lie under your head. What am I? (pillow) This is the complex one.

2.) Read a riddle book that suits the level of your students. Let them guess what is being described.

3.) Give guidelines on how to make riddles. They should give the color, size, shape, quality or other specific features. Intermediate students should give more clues and specific features.

e.g. I am pink. I am fat. I am somewhat round. I go oink oink. What am I? (elementary)

4.) Distribute picture cards to pairs (for elementary students). Give them time to think of their description. Then call pairs to tell their riddles. The class will guess each riddle. For intermediate students, it is better if they can do the activity individually to challenge them.

5.) Use the same five pictures (procedure 1) to model how to write a riddle. Use the board for the model. Then, ask volunteers to write on the board the riddle description of the picture cards given to them in procedure 4.

6.) Pair off elementary students and let each pair think of five objects to make riddles of. The objects used during the game should not be used again. Intermediate students can do this activity individually. A picture dictionary can help the students. Picture books can be used as well. They will make a riddle book patterned after the riddle book you used in class. It is better if they write the riddle on the front page and draw and color the object at the back of that page to hide the object that needs to be guessed. Staple the pieces of paper to make a riddle book.

7.) Ask the pairs or individuals to exchange riddle books so that they can read and see their peers’ work.

LEVEL: Intermediate

OBJECTIVES: The students should be able to:

1. think of ways to survive in extreme situations
2. write details about their plans to survive

MATERIALS: Some concrete objects that can be used to survive in extreme situations, bag to hold the objects, bond paper, pens, markers, pencils

TIME FRAME: around one hour

PROCEDURE:

1.) Show ten concrete objects. Ask the class to identify each.

Suggested items: flashlight, matches, tissue paper, cup, scissors, knife, blanket, soap, mirror, comb

2.) Tell the class to imagine this scenario:

You used to be passengers of an airplane. The airplane crashed on an island but you do not know if there are people on that island or not. You found 10 objects left on the plane. You need to choose five objects to help you survive on that island. What will you choose and why?

3.) Pair off the students. Each pair should decide which five of the 10 objects they would choose to help them survive on the island.

4.) Ask each pair to tell the class which five objects they have selected and to explain why.

5.) Form groups of four. Put the ten objects inside a bag. Each group leader will pick five items from the bag without looking. Each leader will return the items inside the bag so that the other leaders can pick their group’s five items. Ask them to write the five items on a piece of scratch paper.

6.) Tell the students that they will try to survive on the island using the five objects. They should use each object in different ways (at least three, but encourage them to give more than three if they can). Model how to do the activity by picking a classroom object such as the whiteboard eraser as an example.

Example: Classroom Eraser
1. It can be used as a sponge to clean things and the body.
2. It can be used as a chopping block when cutting things.
3. It can be used as a pestle to pound soft food.

7.) They must write their ideas (sentences preferred) on scratch paper first before they use a piece of bond paper for the final draft. They should also illustrate the objects picked by their leaders. Divide the work among the members.

8.) Ask each group to present their survival plan. The presenters should act out how to use each object in different ways to prove their point. Let them use the concrete objects during their presentation.

9.) Let the other groups decide if the group who is presenting the survival plan will be able to survive on the island or not based on the report. The presenting group should be able to defend their answers.

1. The boy kicked the ball.(He,She,It,They) kicked it far.
2. Mother baked a cake. (He,She,It,They) gave me a slice.
3. My friends went home. (He,She,It,They) left me behind.
4. The dog barked at the visitors. (He,She,It,They) was very noisy.
5. The house is small, but (he,she,it,they) looks cute.
6. My mother got angry at my brother. She told (him,her,it,them) to stop playing computer games.
7. Grandpa talked to my elder sister. He asked (him,her,it,them) to cook dinner for us.
8. The basketball player caught the ball and passed (him,her,it,them) to his teammate.
9. The teacher showed a map of the world to the students. She taught (him,her,it,them) the seven continents of the world.
10. The man keeps a parrot in a cage. He feeds (him,her,it,them) every day.

Answer Key: 1. He 2. She 3. They 4. It 5. it 6. him 7. her 8. it 9. them 10. it

LEVEL: Nursery

OBJECTIVES: At the end of the lesson the pupils should be able to:

1. sequence events
2. contrast a caterpillar from a butterfly
3. create the life cycle of a butterfly
4. make a butterfly artwork

MATERIALS: White cartolina, markers, ruler, cut-outs of fruits and objects seen in the story, watercolor, masking tape, strips of paper for prepared answers, cut-outs of the life cycle of a butterfly, board paper, assorted crepe paper, paste, popsicle sticks

TIME FRAME: 50 minutes

PROCEDURE:

1.) Unlock five words taken from the story. Use pictures or concrete objects and act out action words. For describing words, you need to use either actions or more explanations to give the meaning.
caterpillar, hungry, through, cocoon, nibbled

2.) Ask questions that will prepare the pupils for the story.
What do you like to eat when you are hungry?
(Show the book cover before asking the following question.)
What kinds of food do you think the very hungry caterpillar ate in the story?

3.) Read the story with expression and stop every now and then for comprehension check and prediction.

4.) Sequence events by using chart paper and cut-outs of fruits and objects seen in the story. Ask volunteers to tape the objects on the chart paper to show the correct sequence of events. Put seven columns on this chart paper for the days of the week. These columns will act as the areas on the chart paper where the pupils will tape the cut-outs.

5.) Show another chart where the pupils will tape the characteristics of a caterpillar and those of a butterfly’s. The chart should have a table with two columns where the pupils will tape the prepared descriptions. Prepare descriptions that the pupils will use to distinguish a butterfly from a caterpillar. Read each description aloud and ask what is being described.

It is usually green and long.
It has wings.
It is beautiful.
It crawls on leaves.
It scares some people.
It is colorful.
It can fly.
It has a hairy covering.

6.) Ask the pupils which of the two looks better for them and ask them why. Explain the relationship between the caterpillar and the butterfly. Tell them that they are actually talking of the same thing even if the butterfly looks more beautiful than a caterpillar.

7.) Use another chart to show the life cycle of a butterfly. Ask the pupils to tape the cut-outs that will form the life cycle of a butterfly. Use a blank chart paper and decide if you prefer to make the life cycle from top to bottom or from bottom to top of the chart paper.

8.) Demonstrate the artwork related to the story. The students will make a colorful butterfly by pasting pieces of crepe paper on a pre-cut butterfly. Tape a popsicle stick at the back of the finished product.

(Note: Can be used with Preschool Worksheet: Storytelling of “The Very Hungry Caterpillar” by Eric Carle.)

The Very Hungry Caterpillar

A tiny _____________ hatched out of the egg on the leaf.

On Monday, he ate one _____________.

He ate two ___________ on Tuesday.

On Wednesday, he ate three ____________.

On Thursday, he ate four ______________.

He ate five ____________ on Friday.

He ate so many kinds of food on Saturday that he got a stomachache.

The caterpillar built a _________________ around himself and stayed there for two weeks.

Then, a beautiful _____________ emerged from the cocoon.

(Note: Kinder pupils can do this better than nursery pupils.)

In order to learn a language, you must not be afraid to ask for clarification or to say what you need and what problems you are encountering so that the native speaker of English will know what you want them to do. ESL teachers should teach their students how and when to use the following structures. Give a scenario and let the students act the scenes with a classmate or with you using the language structures below. Some of the structures mean the same thing.

1.) I’m sorry, but I don’t understand.
2.) I speak English, but not so well.
3.) Please say that again.
4.) Please repeat.
5.) Please speak slowly.
6.) Your accent is a bit hard to understand.
7.) What do you mean by (spoken word)?
8.) Can you explain to me in simple English?
9.) What is the meaning of (spoken word)?
10.) Please give the meaning of (spoken word).
11.) Please explain it to me in simple English.
12.) What is this/that in English? (You need to show or point to the object or act out an action or feeling.)
13.) How do you say this/that in English? (You need to write the word. This structure can also be used when showing or pointing to an object or a word.)

LEVEL: Nursery/Kinder

OBJECTIVES: The pupils should be able to:

1. identify primary and secondary colors
2. identify objects having primary and secondary colors
3. draw and color their drawings to make a color book (kinder)
4. draw and color their drawings on a piece of oslo paper (nursery)

MATERIALS: Bond paper (cut into 1/2 crosswise), pencils, crayons, stapler, oslo paper, colorful objects (primary and secondary colors only), magic box or magic basket for the colorful objects

TIME FRAME: Around 30 to 40 minutes

PROCEDURE:

1.) Show a big picture of a rainbow to the pupils. Ask them what they see. If they say “rainbow” or “colors” or “red,” accept the answers. If they cannot give the correct ones, you can give the name of the rainbow and the different colors by pointing to each one. No need to tell the students yet about the difference between primary and secondary colors. Kinder-level pupils are expected to know more than nursery-level pupils. If you know a rainbow song, sing it or make one using the melody of a nursery rhyme song.

2.) Show the colorful objects that you have with you one at a time. Make sure to say first that you have a magic box or magic basket that has colorful objects inside. Make it dramatic for the pupils. Ask the pupils to give the name of the object and the color.

3. ) Play the game “Touch the Color” and ask the students to touch any object inside the room, even their clothes, that has the color you will mention. Make sure you put the colorful objects all over the room to add to the things the pupils can touch.

4. ) For kinder pupils, model how to make a color book. Ask the class to name objects that are red. Start by saying, “Strawberries are red. Some apples are red.” Let them pattern their answers after your sentence. Prompt them if needed. Draw the answers on different pieces of bond paper to show them how to go about it. Then, show them how to color each drawing.

5.) For nursery pupils, model how to make a color sheet. Ask the class to name objects that are red and let them pattern theri answers after your sentence. Draw the answers on a piece of oslo paper to show them how to go about it. Then, show them how to color each object.

6.) For kinder pupils, distribute pieces of bond paper, 1/2 crosswise to the pupils and tell them to choose their favorite color and to think of objects that have that color. They should draw and color those objects. Put a cover and title each color book according to the chosen color (e.g. My Orange Book). Don’t force them to draw too much if they cannot but encourage them to draw at least four objects. Those who want to do more, let them. A variation can be asking them to draw multi-colored objects and to title the booklets as “My Rainbow Book.”

7.) For nursery pupils, distribute oslo paper. Ask them to choose their favorite color and to think of objects with that color. They should draw and color those objects on a sheet of paper. Write the title for them like “My Orange Objects.” You can also make a variation of this activity by asking them to draw objects that are like the colors of the rainbow. Therefore, you must title the work as “My Rainbow Objects.”

8.) Let the pupils exchange work with one another so they can see the work of their classmates. Encourage them to make sentences based on the drawings of their peers.

1.) is/are–The learners are interested. The teacher is tired. God is love. Time is money.
2.) appear-The learners appear interested. The teacher appears tired.
3.) become–The learners become interested. The teacher becomes tired.
4.) feel–The learners feel interested. The teacher feels tired.
5.) look–The learners look interested. The teacher looks tired.
6.) remain–The learners remain interested. The teacher remains tired.
7.) seem–The learners seem interested. The teacher seems tired.
8.) grow–The teacher grows tired of the learners.
9.) prove–The teacher proves weary of all the workload.
10.) turn–Dictators turn tyrants.