Teacher Guide

Level Domain Benchmark Content Theme
3 Appreciation of Literature and Culture Pupils are familiar with different cultural products and practices. Adjectives


Unit Name Food Around the World
Task Name Compare the Stories
Number of Lessons in Task 2 lessons
Language Level Level 3
Desired Task Outcome Pupils will compare adjectives and sentences from two versions of the story of Little Red Riding Hood. Pupils will use adjectives to describe people and things from the two stories.
Task Description Pupils will read two versions of the story of Little Red Riding Hood. These versions contain many adjectives. Pupils will compare these stories using sentences containing adjectives. They will also identify adjectives in sentences from the stories and then use adjectives to describe people and things from the stories.

Task Stages

  Learning, Teaching and Assessment Principles
Pre-Task: This task is based on the story of Little Red Riding Hood. Pupils can read the classic version on the Making Waves site or they may listen to a recording of the story at:
http://www.hiyah.com/library/
red_riding_hood.html
They may read other version at these sites:
http://www.storybookonline.net
/lrrh/wolf.html http://www.ifyoulovetoread.com/book/
chtwo_storiesfullred.htm
  • Pupils have maximum exposure to the target language and opportunities for using it.
  • Teachers activate and build on pupils' background knowledge.
Pre-task: Pupils should read Little Red Roller-Blades, which is a modern retelling of Little Red Riding Hood. Pupils should also read the Chinese story of Goldflower and the Bear. This is a classic Chinese folktale similar to Little Red Riding Hood. Pupils will be asked to think about the endings of the two versions. This may be a good opportunity to raise questions about violence, danger and bravery. For example:
  • Who is brave in each story?
  • Is it always good to be brave?
  • Are you afraid when you have to look after your brother/sister when
    • your parents go out?
  • Do you open the door when strangers knock at it?
  • What would you do if you were in Goldflower's shoes?
  • Do you think Red Roller-Blades made a mistake when she spoke to the wolf?
  • Is it dangerous to walk in some places? Which places?
  • Material caters to a variety of backgrounds - religious, cultural and ethnic.
  • Pupils have opportunities to develop independent reading habits.
Pre-task: Teacher discusses the multicultural aspect of the story. For example, the teacher may ask the pupils:
  • Do you think that children all over the world have fairy tales?
  • What is similar or different in the different fairy tales?
  • Why do all children all over the world like fairy tales?
  • Pupils are familiar with different cultural products and practices.
Pupils will read the two stories, Little Red Roller-Blades and Goldflower and the Bear.
Pupils will read ten mixed sentences from the stories, some of which contain an adjective.
Five of the sentences are from Little Red Roller-Blades and five are from Goldflower and the Bear .
  • Pupils develop confidence in their ability to use the target language.
Pupils will compare the two stories by dragging these sentences to their appropriate places.
If all the sentences have been correctly matched to the story, pupils will get positive feedback.
After putting all the sentences in place, misplaced sentences will "jump" back and pupils will be given an opportunity to try again.
  • Teachers encourage the development of a positive self-image by providing success-oriented tasks and positive feedback.
Pupils receive an explanation about adjectives. They read and/or hear an example of an adjective in a sentence from one of the stories.
  • Materials are compatible with the pupils' level of proficiency.
Pupils will use adjectives to describe people and things from the two stories.
The adjectives will be available in an adjective bank and pupils will type them wherever they decide.
The adjectives in the bank are:
hot, sick, tasty, sticky, brave, fast, afraid, hard, deep, strange, silly, clever, dangerous, hairy, short, bright, careful, dark, frightening
  • Pupils develop confidence in their ability to use the target language.
Pupils who have finished writing the sentences may go on to an extra activity:
Pupils will search the Web for a picture that describes one of the sentences they wrote.
They will save that picture to their computer and then add it to the web page (technical instructions are provided in the task itself).
Please remind pupils to give the pictures meaningful names as they save them, so that they can find them easily later on.
Names must be in English and should not contain any punctuation marks.
Not all the pupils will reach this stage.
However, the important part of the task is reading and writing adjectives.
  •  The material incorporates task-based activities.
Pupils can print out the page together with the sentences they completed, and the picture they chose.  

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