LESSON PLAN : SLEEPING BEAUTY

LEVEL : PRE-INT + # STS: 6 - 40 LENGTH 80 MINS + AGE ANY

MAIN AIM: (What do you want the students to be able to do by the end of the lesson?) This is an integrated skills lesson practicing reading and speaking skills based on the fairy tale Sleeping Beauty. By the end of the lesson students will have practiced controlled and less guided speaking practice leading into a dramatization of the story. SUBSIDIARY AIM(S): Sts will have been introduced to and practiced the target lexi related to the story of Sleeping Beauty. In addition they raise their awareness on noun adjective relationships such as beauty beautiful and practise the structure: I will give the gift of (noun)..so she will always be .(adjective). To raise awareness of the uses of will for promises, threats, requests, making spontaneous decisions etc.

Comments. Fairy Tales and other traditional stories have been exploited for educational purposes and used to stimulate L1 child language acquisition for centuries and with good reason! Fairy Tales stimulate imagination, develop intellect, clarify emotions, identify anxieties, problems and aspirations, and fulfill the need for magic in a world that often seems to lack it. I use Fairy Tales in the language class for three reasons: psychological, linguistic and pedagogfc. Psychologically Fairy Tales represent a part of human consciousness that exists in all cultures. They fulfill a human need to listen to and tell stories and invariably evoke a personal response based on childhood memories. Linguistically the language of Fairy Tales is typically simple in structure but the meanings are evocative and many layered. The language abounds in powerful repeated phrases which provide an almost subliminal grammar input. The authentic literary language is often symbolic and requires critical analysis and as a result escapes the criticism, directed at much ELT material, that simplification of language leads to bland, condescending content. Pedagogically, Fairy Tales provide a rich context for language input. As students are familiar with the story outline and content, there are no problems with comprehension and students can exploit their prediction skills. The language provides a model to focus on structure, lexis and phonology and provides a ready context for follow up writing and speaking activities. Most importantly for me, they provide a short story that can be dramatized within a double lesson period! This particular Fairy Tale students find particularly memorable and fun. Sometimes I start the lesson by saying: OK which of you in this classroom is going to kiss the Princess today? That usually gets the attention of a class of adolescents! Materials / Resources WITH SOURCES: Handouts 1 3.