lesson plan efs unit 13 lesson 1 - dyned.com

Lesson Plan EFS Unit 13 Lesson 1

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Objectives: Unit 11 past continuous Method: S-S Materials: PPT Procedure Step 1: Show the image momentarily. Ask Ss to describe the scene. Step 2: Have Ss make sentences with the following structure: ‘a woman was looking in the mirror’.

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Objectives: Dialog 1: Talking about needs Method: S-S Materials: PPT, Notebooks Procedure Step 1: Elicit what each subject in the photos needs: ‘plants need water to live’. e.g. ’what do plants need to live?’Step 2: (next slide) Elicit other ways to describe need – require, have to have, must have/be…Step 3: Give Ss 2 minutes to note down 10 things they need in their daily lives.Step 4: In small groups. S1 (thinks of one of his/her needs) asks S2: ‘what do you need to…?’ S2 answers ‘I need … to…’. Example ‘what do you need to study at school?’, ‘I need a notebook, pen and textbooks to study at school’.T encourages Ss to use alternative vocabulary to ‘need’.Step 5: S2 then asks S3 and so on.Step 6: If time ask class about other people, like Eskimos or police officers.

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Objectives: School life 1: making plans, explain decisions Method: S-S, S-T Materials: PPT Procedures Step 1: Have half the Ss role-play Alex and the other role-half play Mei. Give prompts to recall the dialog. Step 2: Split the class into small groups. Explain that in the next class the Ss are going to give a presentation on Ancient History. Tell the Ss to work in their groups to prepare for this presentation. Who will do what, when, and why. Step 3: Ss discuss who will do what, when and why for 10 minutes. T ensures Ss only use English Correct where necessary. Step 4: Each group spokesperson or each member of the group explains the plan, giving reasons, such as ‘Peter will make a PPT because he’s good at that’. Step 5: If time, have Ss describe other teams plans.


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Objectives: School Subject Vocabulary - History Method: S-T Materials: Whiteboard Procedure Divide the class into two teams. Step 1: T draws spaces for one of the words or one word for each team. Step 2: No looking at notes, teams try to guess the word. Step 3: Team 1 can guess one letter or word. If right 1 point, if wrong one hangman body part. Continue with each word.

Vocabulary: Glaciers, Nomad, Age, Weapons, Domesticate, Period, Hunt, Discovery


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Objectives: Unit 11 past continuous Method: S-S Materials: PPT Procedure Step 1: Show the image momentarily. Ask them to describe the scene. Step 2: Have Ss make sentences with the following structure: ‘a woman was looking in the mirror.

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Objectives: School Life 2 Method: S-S Materials: PPT Procedure Step 1: Have half the Ss play Alex and the other Mei. Give prompts to recall the dialog. Swap. Step 2: Split the class into threes and move to the next slide, have two Ss repeat the dialog again, each play one part. The third S is a director and gives them any words they forgot – the director should hint at the forgotten sentence, not give the whole thing. Each S has a role at each part. Step 3: Tell Ss to substitute the activity (a presentation) with an activity they are doing/going to do at school, and use a friends name instead of Sue. Step 4: Repeat step2 with the new information. Step 5: If time, have Ss perform their dialog in front of the class.

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Objectives: Subject 1 Method: S-S, S-T Materials: PPT Handout Procedure Step 1: Split the class into three groups. Step 2: Give each group a handout. They will have up to 10 minutes to prepare a presentation based on the handout. Step 3: Each group gives their presentation using the appropriate slide to illustrate. Step 4: If time, have a quiz – each group asks other Ss comprehension questions about their presentation.

Alternative: Use the slides and have all teams compete to make sentences based on the images and key words. When all possible sentences are exhausted move on to next slide.


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Objectives: History vocabulary Method: S-T Materials: Whiteboard Procedure Step 1:T writes dashes for one of the words about waves. Step 2: Divide Ss into 2 groups, no looking at notes. Step 3: Group 1 can guess one letter or word. If right 1 point, if wrong one hangman body part. Continue with each word.

Vocab: Civilization, irrigation, developed, government, complex, soil, channel, canal


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Objectives: Unit 10 qualities, requirements Method: S-S Materials: PPT Procedure Step 1: Show the images one by one. Have Ss answer the question: ‘what do people do at a …? Step 2: Ss: ‘A movie theatre is where people go to watch movies.’

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Objectives: Dialog 2: Describing needs Method: S-S Materials: PPT Procedure Step 1: Show the image momentarily. Ask Ss: ‘what is this person, and how do you know he’s a…?’ Step 2: Ss: ‘He is a farmer because he’s holding a fork, and wearing a hat’ Step 3: T: ‘what do you need to be a farmer?’ Step 4: Ss: ‘to be a farmer you need some land, a tractor, some animals…’ encourage use of alternative words to describe ‘need’ e.g. require, have to have, must have/be… Step 5: Repeat for the other images. Step 6: Repeat this time asking for qualities. e.g. ‘a soldier needs to be brave’.

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Objectives: School subject 2 Early Cities Method: S-S Materials: Cut out provided text strips. Procedure Step 1: Give one strip to each S at random. If not enough Ss split the paragraph in half. Step 2: Each S memorizes his/her sentence. Instruct Ss not to write their sentence down. Step 3: Have Ss Stand in a circle to take turns saying their sentences. Step 4: Let Ss organize themselves until they think they have the paragraph in the correct order. Step 5: Have them line up in that order and say their sentences. The T will tell them only if they are right or wrong. If wrong they must reorganize. Repeat until correct. Step 6: split the class in two and see which group can write the paragraph down correctly first – from memory and without consulting the other group.

The correct order is given on the provided sheet and the next slide.

Alternative: Ss can arrange the sentences into the correct order on the desk


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Objectives: School Subject Vocabulary Method: S-T Materials: Whiteboard Procedure Divide the class into two teams. Step 1: T draws spaces for one of the words or one word for each team. Step 2: No looking at notes, teams try to guess the word. Step 3: Team 1 can guess one letter or word. If right 1 point, if wrong one hangman body part. Continue with each word

Vocabulary: Greek, Aegean, military, barracks, Spartan, proximity, bravery, strict, trade


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Objectives: Unit 10 Method: S-S Materials: PPT Procedure Step 1: Show the images one by one. Ss should ‘explain’ what the numbers and symbols refer to e.g. 365: ‘there are 365 days in a year’. Step 2: Continue until all the numbers are explained. Step 3: If time, ask Ss if there are any significant numbers, in their culture.

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Objectives: Language ext. Explaining rules. Method: S-T Materials: PPT Procedure Step 1: In pairs Ss make notes on how to play these sports – the rules, equipment and scoring. Step 2: Choose a pair then reveal the first slide showing the sport they are going to describe. Continue revealing slides until all pairs have a sport. Step 3: Ss spend 5 minutes preparing their notes. Step 4: Each pair then presents their their sport. T correct any language mistakes, the rest of the class correct any factual mistakes. Step 5: If time, reveal the remaining sports and ask the class to explain together, or repeat the above process.

Alternative: T can introduce the Ss to some new sports; they take notes, and then later describe the sport to the class.

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Objectives: School subject 3 Early Greece Method: T-S Materials: Procedure Step 1: Divide the class into two teams. No pens or paper must be used. Give teams 5 minutes to read the text from the courseware. And to prepare to answer some questions about it. Step 2: Give each team a handout for 5 minutes, Ss take turns to memorize the text in their teams. Step 3: Collect the handouts. Explain: 1 point for correct information, 1 point for correct English. Each question will be directed at one team, they will have 20-30 seconds to answer. If they can’t answer correctly , the other team has one chance, and can take the points if correct. Step 4: Ask the questions and keep score. Step 5: If time, ask random Ss questions.


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Objectives: Unit 14 decision making Method: S-T Materials: PPT Procedure Step 1: T models: ‘if you study hard today, I won’t give you any homework’. Step 2: The next S must continue the chain: ‘if the T doesn’t give me any homework, I will play basketball tonight’. The sentence must relate to the last speaker’s action. Step 3: The next S: ‘if you play basketball tonight, I will watch the game.’ Step 4: Continue for 5 minutes. As the class runs out of ideas introduce a new condition.


1. What do you call someone from Greece?

2. Where do civilizations usually grow up?

3. Where did Greek civilization grow up?

4. What was the name of the sea, how do you spell it?

5. What word means near?

6. Did Greeks become good farmers?

7. Why did they sail?

8. What could they get by trading?

9. Why did they take control of other people’s lands?

10. What word means soldiers and weapons?

11. What does Sparta mean?

12. What do you call someone from Sparta?

13. Why were Spartan babies examined?

14. What happened to unhealthy babies?

15. At what age did boys leave home?

16. Where did they go?

17. Could Spartan men marry?

18. Where did they live?

19. What is the name of the place where soldiers live?

20. What word means to stop work?

21. When could they retire?

22. What were Spartans famous for?

23. What does Spartan mean today?

DynEd RFS Classroom Activities

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Unit 13: Reading Texts Reading 1 Many of the ideas and values of Western culture come from Ancient Greece. Western methods of government, education, and the arts developed during the Golden Age of Athens (480 BCE – 404 BCE).

During this period, the society of Athens produced many important works of art and literature. Famous buildings, such as the magnificent Parthenon, were built during the Golden Age. Sculptors made huge marble statues of the Greek gods. Theater also flourished during this period. Many great plays were written, including the Greek tragedies of Aeschylus, Sophocles, and Euripides. Important thinkers, like the historian Herodotus and the philosopher Socrates, also lived during this time. Herodotus was the first European person to collect records of events and write them as history. Socrates developed a teaching method that used questions to help people gain knowledge. Many teachers today use the Socratic method of teaching.

Reading 2 Democracy developed in Athens during the Golden Age. Within the Athenian democracy, all citizens were considered equal. All men over 20 years old were citizens and could participate in government. However, women, slaves, foreigners, and males under 20 could not become citizens.

The laws of Athens were made in the Assembly. In the Assembly, all citizens had the right to speak. Each citizen had one vote. It did not matter whether the person was rich or poor.

All Athenian citizens could work in the government. Salaries were paid to government workers, so that even poor citizens could afford to hold government jobs. Jobs within the government were given to citizens randomly and for a limited period of time. This meant that each citizen had an opportunity to do every government job.

Reading 3 During the Golden Age of Athens, the Greeks had a powerful military. Greek armies fought on land and used warships to fight battles on the Aegean and Mediterranean Seas. The ancient Athenians were almost always at war. They fought many battles against the Persians to stop them from invading Greece. They also battled with Sparta, another Greek city.

Athenian leaders wanted to maintain a strong military. Therefore, they required all boys to do physical training at a gymnasium. Young men practiced wrestling, running, and gymnastics. These exercises made them healthier and prepared them for fighting as soldiers. Training also prepared the young men to compete in athletic games, which were an important part of Athenian society.

Reading 4 Education was important to Athenians. Athenian boys were first taught at home by their parents or tutors. When they were seven years old, they attended school if their parents could afford it. In elementary school, they studied reading, writing, and arithmetic. Students were also taught music, drawing, and dance. They learned to memorize and recite poetry.

Boys from rich families could continue into secondary education. In secondary school, they could study science, philosophy, geometry, and other advanced subjects. Students held discussions in order to improve their reasoning and speaking ability.

Poor boys, however, usually did not go to school. They had to stay at home to help their families. Poor parents taught practical skills to their children. Most Athenian girls, rich or poor, did not receive a formal education. Instead, they learned how to care for their homes and families.


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Unit 13: Reading for Success Classroom Activities

Warm Up

The ancient Greeks put a great value on athletic competition and physical training for young people.

Explain that the modern Olympic Games were created based on the ancient Olympic Games, which

were held in Olympia, Greece.

Ask Ss to discuss these questions with a partner:

Do you watch the Olympics? Why do you think the Olympics are popular around the world?

What is the most popular sport in your country?

How important do you feel is physical training for young boys and girls?

Give pairs several minutes to discuss the questions. Then, ask some Ss to share something they

discussed during their conversations.

Main Activity 1 – Taking Notes

Note to T: An essential reading and study skill is identifying what information in a text is important, and then

writing short notes about it. This skill allows Ss to study better because they can quickly review the information

later without re-reading the whole text. There are many formats for note-taking, such as bulleted lists, graphic

organizers, and annotations. min

Give Ss copies of Readings 1-4. Tell Ss they will practice organizing notes in a mind map to capture important

information about each topic related to the Golden Age of Athens. Draw the graphic organizer below on the

board.

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Instruct Ss add at least 2 more circles with details for each topic area. Explain that each circle should include a

short phrase, not a complete sentence. Tell Ss to connect the circles to the topic hub with lines to expand the

mind map:

For example, for the Education hub, Ss could add circles with the phrases:

boys began school at age 7

no formal education for girls

Give Ss 10-15 minutes to create their mind maps. Encourage Ss to add as much detail as they can to their mind

maps. Then, have Ss discuss their maps with a partner. Ask for four volunteers, and have each

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volunteer recreate one topic of the mind map on the board. Discuss the mind map and encourage the class to

offer additions and changes.

Note to T: You can skip this step if you plan to continue with Main Activity 2 – Mini-Presentations.

Main Activity 2 – Mini-Presentation

Note to T: Main Activity 1 – Taking Notes – can be used as preparation for this activity.

Show the graphic organizer.

Give Ss a few minutes to think of some information they can present to the class about the Golden Age of

Athens. For example, they might say, In Athens, all men who were 20 years old or older could vote. Both rich and

poor men could work in the government because they were paid a salary. Or: Ancient Athens had a strong

military. Boys trained at a gymnasium to be strong athletes and soldiers.

Ask for volunteers to come to the front of the class and present their sentences. Encourage them to use the

graphic organizer as a visual aid. Then, ask the other Ss to ask questions about the information that has

been presented. For example: Where did men vote in ancient Athens? How did people get jobs in the

government? Could women vote? Who did the Athenian military fight? What did boys learn in the gymnasiums?

Writing Extension

Imagine that you know a family that will be coming to live in your country for a year. This family has two children,

ages 7 and 13, and they want to learn about the education system in your country. Write some sentences about

schooling in your country. Answer these questions:

What levels of school do children attend in your country?

What age are they when they attend each kind of school?

Do boys and girls go to school and study together?

What subjects do children study in school?

Do girls and boys study the same subjects?

Golden Age of Athens

Art and Literature

Government Military Education

lesson plan efs unit 13 lesson 1 - dyned.com

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