Upcoming TP: lessons 31/05 & 07/06

Below you will find the guidelines on the TP that we briefly discussed in class. Your virtual task is
to invest time looking for potential fairytales ( text , video, storybooks, etc.) that you believe you
and your partner(s) may wish to work on. Bring this material /sources to class this Tuesday 24 th
since once you have your selection made, you move on to working on your didactic sequences
throughout the entire lesson.

Presentation on a popular and fractured fairy tale for use in the EFL lesson.

 Pair work or group of three.

 Pair work max 20´. Group of three max 30´.
 Decide on whether you wish to present your presentation aimed at a primary or
secondary level.
 Choose a popular fairy tale.
 Devise a didactic sequence that would aim at working around this fairytale. What
are your linguistic aims? Have you got a final outcome? Think about ways of
introducing the FT and activating schemata. Will you present a full version of the
popular version to secondary students or simply activate schemata? Will you work
with the entire version with primary students? How will you pre-teach
vocabulary? Will students read the FT as class? Will you story tell? Will you watch
a video? Carry out a listening session with audio? Will students simply fill out a
story map and retell? Etc.
 Now for the more challenging and creative part. Your didactic sequence must
contain a way of creating a fractured version of the popular fairytale you are
working with. The idea is to fracture it together with your students though some
activity, game or task (mad libs, skit, use of visuals, pictures, realia, board game,
sounds effects etc.) Be creative as you wish!
 Important information to bear in mind:
- Please have a copy of your didactic sequence for me. (You may also like to have a few
copies for peers to share.)
- Based on your didactic sequence, your oral presentation consists of leading your peers
and me through what you would do in your EFL lesson with your chosen FT. The main idea
is to share ideas we can carry to our lessons as teachers. This doesn´t mean that during
your presentation your peers need to actually carry out every single activity in your
didactic sequence. We can get a taste of each, carry a selection of them out fully, or you
can explain what would be done in some and move on. You need to plan this out
according to your time frame. Make sure however that your peers are not passive the
whole time.
- We have the IWB in our classroom for those who wish to use it, but I suggest you have
technological plan B whenever possible.
- Your grade will depend on: language, respect for instructions, and acquired knowledge
of unit content.
Don´t forget to enjoy yourselves!