Approved by…………………………………….

Unit & Lesson: English 3, Unit 3, Lesson 4

Objective: By the end of the lesson, Ss will be able to demonstrate reading

comprehension by re-ordering story sentences. Ss will also be able to finish writing
the story, using simple past tense verbs.

Materials: vocabulary cards, six blank slips of paper (per group), running
dictation slips of paper (one set), running dictation written big (one set)

Warm-Up/Review (10 min)

Before class, put a “To Do” on the board:
One evening, an old woman __________ me to her apartment. When I __________
there, she __________ me, “Would you like some tea?” I __________, “Yes, please.” She
__________ me some tea, and then she __________ out the window. “Oh my god!” she
said. “It’s my husband, but he __________ one year ago!” I was very scared, and I
__________ of her apartment as fast as I could.

Use the past tense of these verbs:

die invite run out get say ask
give look
While Ss work, T should circulate and check homework. Ask Ss to go up to the board
and write in their answers to the “To Do.” Ask an advanced S to come up with a title
to the story. Discuss any errors as a class.

Before Reading (10 min)

Put Ss into groups. Give each group a set of vocabulary cards and have them match
the words: Mongolian base verb, English base verb, English simple past tense. T
should circulate and provide feedback; when Ss are finished, have them copy the
words into their notebooks.

T should hold up a copy of the book and say, “Now, let’s talk about this story. What’s
happening?” Ask questions about the pictures, act out the story, try to get the Ss to
use the vocabulary words then they answer.

Tell the students, “Now, let’s play a game with this story.”

During Reading (20 min)

Give each group (the smaller the group, the better) a set of six blank slips of paper.
Put the running dictation slips of paper on a desk at the back of the room, all
mixed up.

T should demonstrate how to do the running dictation: One S from each group is the
‘runner’ and one is the ‘writer.’ The runner should go to the back of the room,
 memorize a slip of paper, go back to the group, and dictate to the writer, who writes
on one of their slips of paper. Then the ‘writer’ becomes the ‘runner’ and a new
student becomes the ‘writer.’

When a group is finished filling out their slips of paper, they should put them in
order: What happened first? What happened next?

Check answers as a whole class, using the big dictation sheets. Ask groups, “What
happened next? Where’s the verb in this sentence?” Etc. When the whole story is up
on the board, have Ss copy it into their notebooks.

After Reading/Homework
Students should finish writing the story about Bat, using the rest of the verbs from the
lesson.

олох find Found

алах kill Killed

аврах save Saved

дайрах attack Attacked

 зугтах run away ran away

гээх lose Lost

тэмцэх fight Fought

This is a story about Bat, a brave herder.

One day, Bat took his sheep to the countryside.

 Suddenly, it began to snow.

Bat couldn’t see, and he lost his sheep.

He looked for his sheep for a long time.

This is a story about Bat, a brave herder.

One day, Bat took his sheep to the countryside.
Suddenly, it began to snow.

Bat couldn’t see, and he lost his sheep.

He looked for his sheep for a long time.