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Robin Hood
Level:Pre-Intermediate
The aim of the lesson is to impart knowledge and to help students developing
four-language skills: listening, speaking, reading and writing. Subsidiary aim is to
create educational environments and teaching opportunities that will exploit the
potential of and benefit from the use of ICT
The text was chosen according to the level of the students, Pre-Intermediate.
The topic «Robin Hood» is connected with the book and the film and interesting for
teenagers’ group.
The exercises were chosen according to the type of the lesson, developing
skills of reading, listening speaking, activating vocabulary, using different work
patterns. . Students have some advantages in learning by technological means.
Pre-reading exercises activate the students’ schemata, while reading exercises
activate skills of question answering, jumble sentences, title choosing.
Post-reading exercises organize the discussion and relaxation moments at TPR
stage.
Feedback stage gives the students opportunity to get positive information that
the language in use has been correct.
Lesson plan
Aim: To develop practice in all four-language skills, i.e. listening, speaking, reading
and writing. To extend the vocabulary and use of English.
I.Introduction-Introducing the aim of the lesson
Teacher – Books give us the chance to extend the reading skills in the most natural
way. Classic stories, fairly tales, such as Ali Baba and forty thieves, Puss-in-Boots,
The Town Musician of Bremen, and the legends of Robin Hood are read over and
over again.
T- I would like to start our lesson with a few questions about reading.
Why do we read?
S1-for information
S2-for enjoyment
S3- to satisfy curiosity
II.BrainstormingT - What kind of book do you like to read?
At the beginning of the lesson the students got into groups of 4 and talked about
genre of book
The learners use a spider gram and generate ideas around the theme
biography
horror
detective
genre
Classic
story
historical
fantasy
Lead-in activating the schemata
Work in pairs. Look at the picture and discuss the questions
Where do you think the story is set?
Who might be the main characters of the story?
What might the story be about?
What do you know about Robin Hood?
Write a list of adjectives that might describe him.
III.Main part
Introducing vocabulary
Race is a group of people who are similar
To rule is to make or announce a decision
Hatred is a very strong feeling of dislike
Noble is belonging to the highest social class.
Fearless - not afraid of anyone
Explain how the definitions of the words can be connected with living in England
long ago: race, to rule, hatred, noble, fearless.
While you read
Write the name of the person who is being described.
a) Tall,
strong,
happened in England many years ago. Richard Coeur de
handsome
Lion became the king in 1189. There were 2 races in England - the
and full of
Saxons and the Normans. They spoke different languages and had
fun.
different traditions. Suddenly the king Richard Coeur de Lion had to
b) He was go to Palestine. When Richard Coeur de Lion went away his brother
Prince John wanted to rule. Prince John tried to please the Normans.
the best
He hoped the Normans could help him to become the king. Prince John
archer in
took land and money from the Saxons and gave them to the Normans.
the
countryside. A sad time began for the Saxons. There was a great hatred between
these two races the Saxons and the Normans.
One of the Saxon nobles was Robert, Earl of Huntington. He
c) He was
had one son. His name was Robert too, but people called him Robin.
noble and
He was a favourite with everyone. He was tall, strong, handsome, and
had a son,
full of fun. He was brave and fearless too. He never hurt the weak and
whose
poor. Robin was the best archer in the countryside. One day Prince
name was
John’s soldiers came to Robert of Huntington. The soldiers killed the
Robin.
earl and they took all his goods and lands. His house was burnt and his
money stolen. Only Robin was saved. He fought bravely till the last.
Cruel men took everything: his father, his home, servants, land, money
and his name. Robin went to the forest.
In the evening Robin said his motto to himself.
This was his oath:
d)What was
I swear to honour God and the King,
his oath?
To help the weak and fight the strong,
e)Invent the
To take from the rich and give to the poor,
title
So God will help me with His power.
It
This is how Robin Hood came to live in the Green Wood.
While reading activity- checking the prediction and understanding (a-e)
After reading activity
Students answer the questions in group of 3
What proverb will you choose for headline?
A) Nothing venture, nothing have.
B) Better die standing than live kneeling.
C) Nothing is impossible to a willing heart.
To develop the skills of peer correction
Put the sent-s in the right order
1ago|in|it|England|happened|years|
2.was|everyone|with|favourite|he|a|
3.and|poor|the|never|hurt|he|weak|
4.last|bravely|the|till|fought|he|
5.become|Cour|king|in|Lion|de|Richard|1189
Students exchange workbooks
and check their partner’s work
Classroom Quiz
Students answer the questions in group of 4
King Richard Cour de Lion
had to go to
A)France
B)Palestine
C)England
A sad time began
A)for Normans
B)for Saxons
C)for Palestians
Robin went to live
A)to the castle
B)to the forest
C)to the church
Richard Coeur de Lion
Became the king
A)in 1187
B)in 1189
C)in 1198
III (Relaxation)
« Imagine»
by John Lennon
Using song to focus on sounds
We highlight differences between sounds, using the lyrics to show how changing one
sound can alter meaning (minimal pairs).
We choose six words from a song from which minimal pairs can be created
heaven - even
hunger - anger
man - mad
We write the pairs separately on cards and give out one set per group of four or five
students. The students then match the pairs. They then listen to the song and 'grab' the
correct one. Choices are then checked against the lyrics.
Imagine there’s no Heaven
It’s easy if you try
No hell below us
Above us only sky
Imagine all the people
Living for today
Imagine there’s no countries
It isn’t hard to do
Nothing to kill or die for
And no religion too
Imagine all the people
Living life in peace
You may say that I’m a dreamer
But I’m not the only one
I hope some day you’ll join us
And the world will be as one
Imagine no possessions
I wonder if you can?
No need for greed or hunger
A brotherhood of man
Imagine all the people
Sharing all the world
You may say I’m a dreamer
But I’m not the only one
I hope some day you’ll join us
And the world will live as one
IV.Production stagePractice in oral fluency
Discussion on a topic of their choice
How are these people described:
1)Richard Coeur de Lion
2)Robin Hood
3)Prince John
Role plays-Robin and his father.
Writing- practice in using new words
Make notes to answer the questions in the plan below.
Plan
Introduction
Who were the main characters?
Where were they?
Main body
What happened?(events in the order they happened)
Conclusion
What happened in the end?
How did the characters feel?
You want to persuade a group of investors to put money into your project to make
into a film.
Suggest which actors you would want to play the leading roles
Make a list of reasons why it would make a good film. Describe it to your partner
using the adverbs (totally, rather, slightly, extremely)
Plot(… )imaginative.
Characters: (…) brave
Ending:(…)predictable
Robin Hood – Word Search Puzzle
This easy word search puzzle will help you to learn and practise English vocabulary
connected with the story about Robin Hood. All the words go across or down. There
are no diagonal or backwards words.
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W B R
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race
rule
hatred
noble
fearless
archer
countryside
swear
brave
forest
lord
oath
prince
motto
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V.Feedback
That's all for today. You were great! Thank you for your participation!
See you tomorrow, my dear friends.
Литература:
1.Легенды о Робин Гуде М.:Айрис-пресс,2012 адаптация Чесовой Н.Н.
2.The CELTA course- trainer book Cambrige. S.Thornbury,P.Watkins,2011
3.Microsoft Word. Руководство пользователя.Microsoft Corporation 1999
4.Примерные программы основного общего образования. Иностранный язык.
М. Просвещение, 2009.
5.Новые государственные стандарты школьного образования по иностранному
языку. М. Астрель. 2006.