Subject: English

Grade: 5th

Number of students: 30

Evaluation: Students will be constantly monitored and evaluated. Their participation in

oral activities, individual progress, group work, as well as the final work will be
considered.

Terminal objectives: By the end of this sequence students will have used simple present
and present continuous in the affirmative and negative forms to discus, examine and
appreciate diversity in lifestyles and the idea that we all have different view points.
Children will also reflect on the idea that safety and comfort are what matter most at a
home. Students are also expected to have acquired vocabulary regarding city life and
country life through the introduction of literature in the classroom.

Flashcards regarding differences between country life and city life will be stuck on the
board and students will match them with the corresponding words.

Look, think and stick

Do you know someone who lives in the country?

Have you ever been in the country?

Do you like the country? Why?

Do you like the city? Why?

New vocabulary Images to illustrate new words will be shown on the TV.

Meadow

Grains

Scraps

Peace

Fear
Ss will listen to the story told by the teacher and they will look at the images on the TV.

Put the story in order:

Let’s talk about the fable.

What place is better for the country mouse? The city or the countryside?

Why?

What can you do in your town that you can’t do anywhere else?

What do you like the most about the place where you live?

Do you know anyone who lives in the countryside?

Do you have a friend who enjoy things that you don’t like so much?
Do you agree? Why? / Why not?
Reasons to do the pre-listening activities – Previous Knowledge

Why do pre-listening tasks?

In real life it is unusual for people to listen to something without having some idea of what
they are going to hear. When listening to a radio phone-in show, they will probably know which
topic is being discussed. When listening to an interview with a famous person, they probably know
something about that person already. A waiter knows the menu from which the diner is choosing
their food.

In our first language we rarely have trouble understanding listening. But, in a second
language, it is one of the harder skills to develop – dealing at speed with unfamiliar sounds, words
and structures. This is even more difficult if we do not know the topic under discussion, or who is
speaking to whom.

Visuals for new vocabulary:

One of the easiest ways to ensure that learners store information in their long-term memory
is to pair concepts with meaningful images. Visuals help people make sense out of the content,
increasing the possibilities that the learners will remember.

Set the context – generate interest – activate current knowledge - what do you know
about…? – predict content – activating vocabulary / language

What a S may need to know about an item?

What it means – how it is pronounced – how it is spelled

Share aloud: Share experiences, likes and dislikes about the topic will help make stablish relations
between the fable and their own lives.

The importance to highlight the values and moral of this fable: Is to influence children at young
age to value what they have, to respects others, customs, to know that differences exist and thet we
can be friends and love each other besides those differences.

The Ven diagram: Is simple and is a good way to organize the information. SS can see the
differences, but they can also establish connections and find similarities between the country and
the city lifestyles that in part what we are looking for in this sequence. This exercise of establishing
connections and thinking will help you remember what you are learning .
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