TABLE OF CONTENTS

1. Introduction..................................................................................................................................

2. Teaching context..........................................................................................................................

3. Storytelling as a teaching method.......................................................................................6

4. Choosing the story book......................................................................................................7

5. Teaching materials.......................................................................................................8 - 12

5.1. Visual aids........................................................................................................................8

5.2. Games.......................................................................................................................8 - 10

5.2.1. "One step forward"........................................................................................................9

5.2.2. "Mime, Draw, Explain".........................................................................................9 - 10

5.3. Songs..............................................................................................................................10

5.4. Roleplay activitiy...........................................................................................................10

5.5. Scaffolding ....................................................................................................................11

5.6. Learners' engagement and motivation ...................................................................11 - 12

6. Formative assessments .............................................................................................12 - 13

7. Conclusion ......................................................................................................................13

List of references...........................................................................................................14 - 16

APPENDIX I. Context..................................................................................................17 - 18

APPENDIX II. Lesson Plans.......................................................................................19 - 37

APPENDIX III. Materials for Lesson 1........................................................................38 - 42

1
APPENDIX IV. Materials for Lesson 2........................................................................43 - 58

APPENDIX V. Materials for Lesson 3.........................................................................59 - 72

2
 1. Introduction

Vietnam is among one of the countries where English learning is being more and

more promoted. According to statistics, Vietnamese students, especially young

learners indicated an ever-rising demand for English teaching institutions. However,

although Vietnamese kids are now sent to English classes at a very young age, it is

reported that they are not provided sufficient opportunities for communicational

practices in regular English courses. In fact, the traditional grammar translation

method and teacher-centered style are blamed to inhibit productive skill-related

tasks, which resulted in the case that Vietnamese students usually do well in written

tests but often struggle to use English as a communicative tool. As Hall (2011)

stated, the traditional teaching style made students, especially young kids to become

less interactive and motivated to study. Taking up this point, this project introduced

storytelling as an effective method to promote English communication and

interactions within class-based natural contexts. Specifically, three lesson plans and

additional activities have been made after considering students’ needs, abilities and

learning objectives.

2. Teaching context

This project is designed for a group of 12-15 young learners, aged from 10-12 years

old studying at a private English center in Quang Ngai city, Vietnam. The target

learners are mixed gendered Vietnamese students and are at elementary level.

Students are required to attend three 60-minute classes per week. The course is

intended to last for 1 semester (approximately 4 months) and are delivered entirely

in English. This project is a small part of the course (see Appendix I)

3
 3. Storytelling as a teaching method

Storytelling is one of the oldest ways of education and oral tradition that is used

relentlessly to transfer the values, tradition and customs of previous generation. It is

said to be a specifically effective tool for early language teaching, as stories satisfy

children’s needs on three levels – emotional, cognitive and psychological (Garvie

1990). According to Cameron (2001), “stories use a holistic approach to language

teaching and learning that places a high premium on children’s involvement with

rich, authentic uses of the foreign language”. In other words, stories provide

meaningful contexts that advocate language production naturally. While listening,

learners simultaneously personalize the characters and also unconsciously recall the

structural patterns of the stories. In the same direction, Wright (1995) indicated that

stories are a fundamental part of a child’s life and development. Most stories,

regardless of its length or complexity, do carry a moral message that contribute to

shape students’ personalities. Stories can inspire learners to become more active in

language classes due to its nature of enticing them to participate in new and

meaningful activities (Haven 2000). In addition, during frequent story time, the

storytellers (a.k.a. teachers) and the listeners (students) may construct strong,

relaxed and happy relationships. This is eventually more beneficial as it helps lower

learning anxiety for children in the sense that teachers become a friend rather than

“role models” (Bala 2015).

4
 4. Choosing the storybook

It is not a simple task to select a story that is appropriate to my target learners’ age,

level and culture, yet still ensure educational values. After considering several

books, I decided to choose the story “Fox on the Farm” by Claire Freedman and

Nick East (2018). It is a story about 5 animals – Fox, Hen, Lamp, Duck and Bull.

The big City Fox has discovered the farm and is planning a feast with the help of his

very own guide book (called “rcipes book”). Scared out of their wits, the farm

animals come up with a wild and crazy plan to fool him. All the characters changed

their appearances to become other animals that foxes cannot eat. When Fox arrived,

he was confused and frightened, and eventually had to run away while the farm

animals were cheering altogether.

The story was selected because of many reasons. First of all, I believe the topic is

intriguing and relatable to my target learners. As Shin (2006) indicated, the world of

animal is an ever-interesting topic for children to explore. Moreover, the story also

includes a wide range of vocabulary and structures used to describe the physical

appearances of several animals. Assuming that children have the knowledge of such

animals in their native language, they would be fascinated and motivated to

“transcribe” those knowledges into their L2 (Garton & Copland 2012). Last but not

least, the story also opens up opportunities for teachers to manipulate several

materials to boost up learners’ engagement and motivation. Regarding this small

project, a variety of activities from gaming, crafting to roleplaying has been utilized,

in order to support teaching and encourage students’ participation.

5
 5. Teaching materials

5.1. Visual aids

In fact, researches have shown evidences that visual imagery actually existed before

linguistic symbolism. Moon (2000) stated “most learners, especially young

students, are keen to study visually and spatially”. Indeed, many children tend to

have a particularly visual and kinesthetic learning style. Cakir (2004) indicated that

the frequent use of visual materials (such as flashcards, videos and real objects) in

class allows students to guess meanings from contexts and hence promote active

learning. Simultaneously, visual aids also contribute as a mean to prevent students

from getting used to “spoon feeding”. Learners are given opportunities to utilize

visual clues and will be more independent from teachers’ explanation. Reflect on

these, I decided to use several visual materials including flashcards, Power Point

slides, videos and worksheets with vivid stickers as part of the project, aiming to

“enable students to absorb the language through an additional sensory channel”

(Bhatti et al. 2017).

5.2. Games

As Pelletier (2008) stated, “game play is relevant to education as a practice of

social exchange and identity formation, and so warrants understanding in its own

right”. Within the content of this small project, two language games – “One step

forward” and “Mime, Draw, Explain” will be operated.

6
 5.2.1. “One step forward”

After eliciting the meaning, form and pronunciation of new vocabulary

in lesson 1, the game “One step forward” will be introduced as a

concept-checking activity (see Lesson plan 1, Appendix II). The aim of

such activities is to ensure comprehension of the target language, raise

awareness of potential problems, and to indicate to the teachers whether

learners have fully understood or not (Gower et al. 1983, p.139).

Although there are several forms of concept-check (for example oral

questions or written exercises), I intentionally choose a game-based

activity. As Avedon and Brian (1971) stated, “the competitive aspects of

the game reinforce motivation, reduce learning pressure and facilitate

language production naturally”.

5.2.2. “Mime, Draw, Explain”

This second game is also categorized as a concept-checking activity for

the grammar-focus lesson (see Lesson plan 2, Appendix II). By offering

students multiple means to perform the language (in this case, students

can describe the animals either by drawing, miming or using oral

language), teachers have provided sufficient opportunities for students at

all levels to participate, which help inhibit the case of ‘only good

students contribute’. On the other hand, with ascending ratings for the

stated forms, teachers can also motivate lower-leveled students to

perform more complex languages voluntarily due to the competitiveness

of the game. Moreover, Swain (1985) believed that through learner’s

7
 output production and fellow responses to that output, students can

reflect on and eventually alter their language use to the most appropriate.

5.3. Songs

Noting that the use of songs in this project neither aim to present any new language

nor to recycle / review any old structures. Particularly, the music video “Move and

Freeze” by The Learning Station (Youtube.com 2015) will only be used as a lead-in

activity, in order to boost up students’ energy, making them ready to start the class.

Detailed steps of this activity are noted in Lesson plan 3, Appendix II.

5.4. Roleplay activity

According to Shin (2000), children do not only love to listen to stories, moreover,

they also desire to participate in the narratives. Therefore, after telling the story, I

decide to include a roleplay session where students get the chance to act out the

story with their peers. As Fitzgibbon & Wilhelm (1998) stated, story-retelling or

roleplay “enables students to improve their speaking ability, empower their memory

while recalling the details, making reasonable connections between the events, and

also contribute to notice the use of proper structure”. Addition to that, I also choose

to include a ‘craft-making’ elastic activity in lesson 2 (see Appendix II) where

students make an animal mask accordant to the characters from the story. By letting

students prepare the materials for roleplay activity, I believe they will be more

excited and looking forward to performing.

8
 5.5. Scaffolding

Scaffolding is part of the education concept “zone of proximal development (ZPD)”

(Vygotsky 1978), which refers to a teaching method that helps students learn more

by working with a teacher or a more advanced student. According to Vygotsky,

children are “active learners” who learn through interactions with experienced

individuals. In addition, Gibbons (2002) concluded that

such interactions offer chances for learners (and also educators) to enhance,

encourage and enable learning. Therefore, scaffolding will be continuously on the

go from my pre-storytelling to post-storytelling tasks, aiming to help students take

advantage of what they already knew, then combining it efficiently with new

knowledge.

Notwithstanding, Vygotsky (1978) also indicated that scaffolding needs to be

carefully evaluated – that is, the activities should neither be too difficult to become

out of reach, nor too easy to generate boredom. Taking up this point, I decided to

use teacher-guided reporting suggested by Gibbons (2002) where “teachers provide

scaffolding by clarifying, questioning, and providing models for the speaker so that

the learner and teacher together collaboratively build up what the learner wants to

say”. In addition, I also include pair-works and group works in my lessons, with the

purpose of allowing students to provide scaffolded assistance to each other.

5.6. Learners’ engagement and motivation

Alderman (2013, p.5) commented “in learning a second language, if one keeps

determination in one hand, the other hand should be filled with motivation”. On the

9
 other hand, Wright (1995) stated that storytelling is an effective tool to keep

students engaged and be highly motivated. However, it is significant to notice that

while positive motivation implies an optimism and upbeat response towards the

assigned task, negative motivation usually refers to reluctance and is often

accompanied with uneasiness. Therefore, the ultimate missions of language teachers

are to promote positive motivations, as well as recognizing and eliminating negative

motivations of learners (Dörnyei 1998). In order to do so, during classroom

activities, I will observe and note down specific areas that generated students’

interest the most. Based on such observations, I will then develop and alter future

activities to keep up students’ enthusiasm. Besides, Moon (2000) concluded that

teachers’ positive feedbacks and genuine concern can help boost up children’s

motivation. Therefore, I would also offer “physical compliments” (e.g. thumbs up,

cheers, etc.), verbal encouragement and rewards throughout the course.

6. Formative assessments

Finally, it is essential to inform that all the activities introduced in this project are

formative assessments. They were designed in a way that satisfy three purposes – to

monitor learning progress, to ensure and track comprehension, as well as to provide

ongoing feedbacks for students (Cowan 2005). These assessments were built for

individuals’ progress tracking rather than grading purpose. Indeed, ‘revealing

individuals progress’ is not only served to the teachers, but is also a fertile source

for students to audit their own learning. According to Jang (2014), formative

assessments can contribute to generate positive washback effect on future teaching

and learning.

10
 Harris and McCann (1994) claimed that roleplays and language games “provide

opportunities to observe and assess”. In particular, a set of activities from

gameplaying, crafts making to roleplaying will be gradually arranged in 3 different

lessons. The aim of using such progressive activities is that one can build up the

foundation for the next task, and all activities are strongly connected with each

other. Moreover, the level of participations required in these activities (both

individually and collaboratively) also help students to feel more excited and

confident (Moon 2000).

7. Conclusion

In conclusion, it is evidential that storytelling is an effective tool for early foreign

language classes since it promotes motivation, meaning, fluency, language

awareness and communication, as well as bringing joy and excitement in natural

classroom-based contexts. “Fox on the farm” is an interesting story that can attract

crowd attention, but still include valuable contents for educators to adopt when

teaching young students. In order to maximize students’ language acquisition,

several activities and a material pack has been attached in this project. Finally, it is

vital that the assessing process should occur in a natural, supportive and

contributive context that allows teachers to track the learning progress, yet still

ensure relaxed manner for students.

11
List of references

- Alderman, M. K. (2013). Motivation for achievement: Possibilities for teaching and

learning. 3rd edition, Routledge, pp. 3-6, 238-264.

- Avedon, M.E. and Brian, B. S. (1971). Learning Through Games. The Study of

Games. New York: John Wiley & Sons, Inc: pp 315-321.

- Bala, E. (2015). Storytelling in EFL classes. International Journal of Social Sciences

& Educational Studies, 2(2), 20-23.

- Bhatti, M., Mukhtar, R., Mazhar, S. and Touqir, I. (2017). INVESTIGATING THE

EFFECTIVENESS OF VISUAL MATERIALS FOR TEACHING VOCABULARY AT

PRIMARY LEVEL. IJASOS- International E-journal of Advances in Social

Sciences, pp.117-121.

- Cakir, I. (2004). Designing activities for young learners in EFL classrooms. Gazi

Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(3).

- Cameron, L. (2001). Teaching languages to young learners. Cambridge: Cambridge

University Press.

- Cowan, J. (2005). Designing assessment to enhance student learning.

- Dörnyei, Z. (1998). Conceptualizing Motivation in Foreign Language Learning.

Language Learning, pp.40, 46-78.

- Fitzgibbon, H. B., & Wilhelm, K. H. (1998). Storytelling in ESL/EFL

classrooms. TESL reporter, 31(2), 21-31.

- Garton, S., & Copland, F. (2012). Crazy animals and other activities for teaching

young learners. British Council.

12
 - Garvie, E. (1990). Story as vehicle: Teaching English to young children. Clevedon:

Multicultural Matters, Ltd.

- Gibbons, P. (2002). Scaffolding language, scaffolding learning. Portsmouth, NH:

Heinemann, pp.49-53.

- Gower, R., Walters, S., & Phillips, D. (1983). Teaching practice handbook.

London: Heinemann.

- Hall, G. (2011). Exploring English Language Teaching. Oxon: Routledge

Introductions to Applied Linguistics.

- Harris, M. & McCann, P. (1994). Assessment. Oxford: Macmillan Heinemann

English Language Teaching.

- Haven, K. F. (2000). Super simple storytelling: A can-do guide for every classroom,

every day. Englewood, Colo: Teacher Ideas Press.

- Jang, E. (2014). Focus on Assessment. Oxford Key Concepts for the Language

Classroom. Oxford University Press.

- Moon, J. (2000). Children Learning English. Oxford: Macmillan Heinemann

- Pelletier, C. (2008). What education has to teach us about games and game

play. Play, creativity and digital cultures. New York, London: New York.

- Shin, J. K. (2000). Teaching English to young learners. University of Maryland,

Baltimore County.

- Shin, J. K. (2006). Ten helpful ideas for teaching English to young learners. UMBC

Student Collection.

13
 - Swain, M. (1985). Communicative competence: Some roles of comprehensible input

and comprehensible output in its development. In S. Gass & C. Madden (Eds.),

Input in second language acquisition (pp.235-257). Rowley, MA: Newbury House.

- Vygotsky, L. (1978). Mind in Society: The Development of Higher Psychological

Processes. Cambridge, Massachusetts: Harvard University Press.

- Wright, A. (1995). Storytelling with Children. Oxford: Oxford University Press.

14
 APPENDIX I. OVERVIEW

MA Young Learners

Project Pack

Fox on the Farm by Claire Freedman and Nick East

Class Profile: A group of 12-15 Vietnamese young learners, aged from 10-12 years old

and in elementary level. Classes are held in a private English center. Students have to

attend 3 classes per week, each class lasts for 1 hour.

15
General aims

To provide learners with an enjoyable and effective series of lessons.

To encourage students’ participation and interactions.

To provide students practice in 4 skills – speaking, reading, listening and writing.

Sub aims (personal aims)

To encourage students to work in pairs and in groups.

To promote learners’ confidence in English communication.

Assumptions

Students have already studied about animals and some body parts (in the song “Head,

shoulder, knees and toes”).

Students already known some action verbs and adjectives (long / short / big / small).

Learners wok well as a group and are used to working in L2.

Materials

“Fox on the farm” storybook, flashcards, worksheets, recipes booklets and other

stationeries

Youtube video about the story:

https://www.youtube.com/watch?v=poFjTj8PZeM

“Move and Freeze” song used in lesson 3 (warm up activity):

https://www.youtube.com/watch?v=388Q44ReOWE&t=75s

16
 APPENDIX II. LESSON PLANS

Lesson 1 (1 hour)

Level of class: Elementary

Lesson Focus: Vocabulary & Storytelling

Lesson Aim(s):

To review vocabulary of animals learnt in previous lesson

To extend and practice vocabulary on animal’s body parts and their physical appearances

To develop accuracy with words and pronunciation

Timetable fit:

Ss have some information about the physical appearances of animals in their first language

The vocabulary that Ss learn today will be useful for the next storytelling section

The vocabulary will be recycled in the next two lessons.

Assumptions:

Ss have already known vocabulary of some animals in previous lessons

Ss do not have enough vocabulary for this topic so visual aid is a must to support eliciting.

Anticipated problems and suggested solutions:

Some Ss may speak in their native language -> T sets the rule of only using English from the

beginning.

Some Ss may get distracted

Time Stage while T is telling the story -> T keep Ss busy
Procedure with activities.
Inter- Materials

17
 (approx.) action

Greet all Ss. PowerPoint

T shows a picture of a farm on

screen for 30 seconds and ask Ss

to name all the animals they saw

Warm up
5 mins (see Appendix III) Ss – Ss

Ss work in pairs and write

down their answers

Review lexis & Each group takes turn to say Ss – T PowerPoint

Set target out loud 1 animal.

language in T presents the picture again

5 mins
context and checks the animals with

the whole class.

With each animal, T elicits

pronunciation from Ss and

conduct drillings with the

whole class.
T - Ss
T introduces the topic: “Today,

we will hear a story about a

city Fox going to a farm to find

some animals to eat. But first,

let’s learn about the animals on

18
 the farm”.

T presents pictures of 5 T – Ss PowerPoint

animals (Fox, Horse, Cow,

Donkey and Chicken) on

screen and circle their special

body parts (see vocabulary list

Ss – T
below).

T draws Ss attention to the

pictures on the screen to elicit

Elicit meaning, and teach the words
form and Ex: What is it? Do you know what
15 mins
pronunciation word do we use to call it?

(pointing at the tail of the cow)

Use CCQs to check if all Ss

T – Ss
understand.
Ss - T
T conducts oral drillings of

each word with the whole class

and some individuals.

*Vocabulary list: tail, horn, wing,

comb, wattle, jaws, patches, bell)

15 mins Concept- T divides Ss into 2 teams Ss – Ss Flashcards

checking – “1

19
 Ss play in pairs

For each pair, T shows the

flashcards and Ss have to say

the word. The first person to

say the word correctly can step

forward and get a point. There

are 5 words for each pair to

step forward”
compete.
game
After 1 round, the team obtained

more points will be the winner T - Ss

(see flashcards in Appendix III)

After finishing the game, T draws

Ss attention to the story “ Now,

let’s listen to the story Fox on the

farm”

20 mins T has Ss sit in a circle and Storybook

divides them into 4 small

groups, named Bull, Duck,

Hen and Lamp

T instruct and practice the actions

for each group – Hen clap their

Develop
hands, Bull say Moooo!, Duck
listening T – Ss
says Quack and Lamp shake their

20
 bodies. Each group will do the

action when their animal is Ss - T

mentioned.

T tells the story “Fox on the

farm” with actions, gestures,

miming and a variety of tones.

T stops in between to ask Ss to

predict what will happen next:

comprehension
‘Fox did not eat the Hen, how
skills,
does he feel now?’
prediction
‘What animal do you think he
skills and active
will find next?’
participation
T monitors Ss comprehension
through
and engagement.
storytelling
At the end of the class, T

instruct Ss about how to look

up for the video of the story on

Youtube and encourage them

to watch it again at home

before the next class.

Homework: T asks Ss to

memorize and review the new

vocabulary at home.

21
*Note: ICQs continuously on the go

 What do you need to do?

 How much time do you have?

22
Lesson 2 (1 hour)

Level of class: Elementary

Lesson Focus: Grammar

Lesson Aim(s):

To review vocabulary of animal body parts learnt in previous lesson

To introduce structure for expressing possession in third person (e.g. Horses have long tail)

To enable Ss to describe the physical appearances of animals

Timetable fit:

Ss have some information about the physical appearances of animals in their first language

The structure that Ss learn today will be useful for the next roleplaying section

The vocabulary and grammar structure will be recycled in the next lessons.

Assumptions:

Ss have already known vocabulary of animal body parts in the previous lessons

Ss have already known some adjectives (e.g. long, short, big, small) and can recognize

between singular and plural nouns.

Ss have already been familiar with the formation of a noun phrase -adj + noun (e.g. big eyes)

Anticipated problems and suggested solutions:

Some Ss may speak in their native language -> T sets the rule of only using English from the

beginning.

Some Ss may complete their tasks before the others -> T asks Ss who complete the tasks to

help those who have not finished.

23
 Time Stage Procedure Inter- Materials

(approx.) action

Greet all Ss. Flashcards

Reuse the flashcards of animals

in the previous lesson. T asks

each S questions about the

Ss – T
physical appearances of

animals.
Lead in
10 mins For example:

Where are the wings? (Ss point to

the wings of the chicken)

How many hooves does a horse

have? (4)

Guided T writes on the board: Ss – T

discovery – Foxes have wide jaws.

elicit meaning, Horses have long tails.

15 mins
form and It has 8 legs.
T – Ss
pronunciation T elicits and introduces the

structure of

Subject (singular) + has +

noun phrases

24
 Subject (plural) + have + noun

phrases Ss - T

*Note: Ss do not necessarily need

to know about grammatical terms

such as subjects and noun

phrases, T can simply use the

singular and plural subjects to

elicit the form.

For each sentence, T conduct

oral drillings with the whole

class and some individuals

T ask every S to give an

example to check

comprehension

Concept- T divides Ss into 3 groups, 3 Ss Flashcards

checking (1 from each group) will be

activity – playing at the same time. T – Ss

“Mime, Draw, Reuse the flashcards of animals in

15 mins
Explain” game previous lessons (see Appendix

IV), T will pick up a flashcard and

shows to the players. Then, they

need to explain that animal to

their fellow classmates. Ss can

either choose to draw, to mime, or

25
 to explain the animal using Ss – Ss

spoken language (i.e. the structure

above). The grading scale will be

1 point for Miming, 2 points for

Drawing and 3 points for

Explaining.

After one round when every

student gets the chance to

describe, the group with the

highest score wins

15 mins Recycle T remind Ss about the story Fox T - Ss Recipes

structure – on the Farm: booklets

making a - Do you remember that

“Recipes book” the Fox has a book?

(elicit “recipes” book)

- What is the recipe book

about?

- Now, let’s make your

own recipes books

T distribute blank recipes

booklets (see Appendix IV) to

Ss Ss

Ss need to fill in the blank and

26
 make sentences correspondent

with each animal’s pictures.

T monitor to ensure Ss are on

task

After 10 mins, T elicit and

Ss – T
discuss answers to the whole
T – Ss
class.

10 mins T divides Ss into 3 groups, Colour

Elastic task – each group has 5 students pictures,

making a mask T distribute 5 pictures of crayons

animal faces (Hen, Duck,

Lamp, Bull, Fox). T can help

Ss to use a hole punch and

rubber bands to make a mask

(see Appendix IV)

Within each group, each S

Ss
choose 1 character and get the

picture corresponds to their

characters

Ss use crayons to decorate their

masks. Those masks will be

used in the next lesson

27
 (roleplaying)

At the end of the class, Ss can

bring the masks home to finish

decorating, but T needs to

remind them to bring the

masks to the next class.

Homework:
T – Ss
T asks Ss to watch the Youtube

video about Fox on the farm story

again and try to remember what

the characters did before the next

class.

*Note: ICQs continuously on the go

 What do you need to do?

 How much time do you have?

28
Lesson 3 (1 hour)

Level of class: Elementary

Lesson Focus: Practice – Roleplaying session

Lesson Aim(s):

To review / recycle vocabulary and grammar structure learnt in previous lessons

To provide Ss an opportunity to communicate and practice in a real-world context

To develop fluency with words and pronunciation

Timetable fit:

Ss have learnt to describe the physical appearances of some animals in previous classes

The vocabulary and grammar learnt in previous lessons will be recycled in this lesson

Assumptions:

Ss have some information about the physical appearances of some animals in their L1

Ss are able to describe some animals using vocabulary and structure learnt in previous lesson

Ss have been familiar with group discussion tasks and roleplaying activities

Anticipated problems and suggested solutions:

Some Ss may speak in their native language -> T sets the rule of only using English from the

beginning.

Some Ss may forget to bring their masks -> T prepare some extra masks before class

Time Stage Procedure Inter- Materials

29
 (approx.) action

Greet all Ss. Projector,

T plays the song “Move and TV

Freeze” on the screen and asks

Ss to follow the actions. This is

Ss
designed as an icebreaking

activity to keep Ss active and

energetic from the beginning of

5 mins Warm up the class.

After that, T has Ss sit in their

groups (as divided in previous

T – Ss
class) and asks Ss to take out

the animal masks they made in

the last lesson. T prepares

some spare masks in cases Ss

forgot their masks.

Retell the story T reminds Ss about the story Storybook

“Fox on the Farm”:

Do you remember the story

10 mins T – Ss
“Fox on the farm”?

What animals are there in the

story?

30
 T quickly read the story again,

but this time with multiple

stops, less gestures and more

T – Ss
elicitations from Ss:

Do you remember what will

Ss - T
happen next?

What did Hen / Duck / Lamp /

Bull do?

Who did Hen / Duck / Lamp /

Bull look like?

How many hooves does Hen

have?

After finishing the story, T

introduces the topic: “Today, we

will roleplay the story again”

(elicit roleplay)

Group T has Ss sit in their groups and T – Ss Recipes

discussion & gives each group a blank Recipes booklets,

20 mins practice booklet & a sticker set (see stickers

Appendix V)

T inform Ss that they are going

to make a performance based

on the story (Fox tried to eat

31
 the animals, but the animals

have fooled the Fox by

becoming other animals that

Foxes do not eat)

T instruct Ss that the 5

characters (Fox, Hen, Duck,

Lamp, Bull) remained

unchanged, but Ss are free to

discuss and change the animals

that each character will become

to fool the Fox. Ss can choose Ss – Ss

the animals from the sticker

sets and use these stickers to

stick to the pages (see

Appendix V) T

Each group needs to discuss to fill

in the recipe booklets about the

animals’ appearances and practice

acting (T prepares some T – Ss

handmade tools such as horn /

comb hairband, wattles and tails Ss – T

before class to support Ss) (see

Appendix V)

32
 T monitor to ensure Ss are on

task

T use CCQs to check Ss

understanding and engagement

There should be 3 groups in

total.

After 20 mins of discussion Masks,

and practice, T asks Ss to sit recipes

books, other
with their groups and be quiet
Ss – Ss accessories
while observing other group’s

performances.
Ss – T
Roleplaying Using the masks and the Recipe
25 mins
time books, each group take turn to

perform their story.

Each group will be presenting

for about 6-8 minutes.

T monitor and note down some

comments

5 mins Feedbacks After the performances of 3

groups, T gives some

comments to each group and T – Ss

write on the board some

33
 common errors noted during Ss - T

Ss’ speaking, then invite some

Ss to correct and correct the

errors with the whole class (T

may include drillings)

T asks Ss to vote for the group

that has the best performance

T prepares some small treats

(candy, sweets) for all Ss.

*Note: ICQs continuously on the go

 What do you need to do?

 How much time do you have?

34
 APPENDIX III. MATERIALS FOR LESSON 1

1. Warm up activity (picture of the farm)

35
 2. Vocabulary flashcards

36
37
38
39
 APPENDIX IV. MATERIALS FOR LESSON 2

1. Animal flashcards

40
41
42
43
44
45
46
 2. Recipes book

47
48
49
50
 3. Coloring pictures (used as masks)

Duck

51
 Hen

52
 Lamp

53
 Bull

54
 Fox

55
 APPENDIX V. MATERIALS FOR LESSON 3

1. Recipes book for group discussion

56
57
58
59
60
Sticker sets

61
62
63
 2. Additional materials for Ss

Duck mask

64
 Hen mask

65
 Lamp mask

66
 Bull mask

67
 Fox mask

Horn hairband

68
 Chicken comb & wattles DIY set

DIY bell necklace

69