The sea gull and the tortoise

The sea-gull and the The sea-gull and the tortoisetortoise

By Donald BissetBy Donald Bisset

Created byCreated by: : Maya Mladenova and Diana Maya Mladenova and Diana AckimovaAckimova

(Sts Cyril and Methodius School, Kozloduy)(Sts Cyril and Methodius School, Kozloduy)

TOPICTOPIC : : ANIMALS / BirdsANIMALS / Birds

Language Language focusfocus: : The Past Simple Tense in storiesThe Past Simple Tense in stories

LESSON ONELESSON ONEObjectives:Objectives: Listening for gistListening for gist The Present Simple for telling a story The Present Simple for telling a story Revising the Past SimpleRevising the Past Simple

Illustrations by Maria MladenovaIllustrations by Maria Mladenova

ACTIVITIESACTIVITIES

1.1. ‘‘Birds’ – a game Birds’ – a game Divide into two teams. You have two minutes to say as many Divide into two teams. You have two minutes to say as many names of birds as you can.names of birds as you can.

• duck• sparrow• swallow• hen • stork• sea-gull• cormorant• dove• pigeon• parrot• canary• eagle• owl• penguinDo you know any stories where

birds or animals are main characters?

Which of these birds are not in the list

on the left?

2. Listen to the story and write 2. Listen to the story and write down the words for animals and down the words for animals and birds you hearbirds you hear

• Which are the words?Which are the words?

Who’s called Charlie? Who’s called Charlie? What’s the sea-gull’s name?What’s the sea-gull’s name?What kind of animal is Simon?What kind of animal is Simon?

• Listen again in order to Listen again in order to answer these questions:answer these questions:

- What does Simon eat?- Where do the two friends live?- Where is Simon at the end of

the text?

-What does Simon eat?-Where do the two friends live?-Where is Simon at the end of the text?

Note: Hand-out with the textNote: Hand-out with the text (Part 1)(Part 1)

3.3. Read the text Read the text

• Answer:Answer:- What is the text about?What is the text about?- What happens one day?What happens one day?- Where does Charlie put Simon? Why?Where does Charlie put Simon? Why?

4.4. Which verb tense is used in this text? Which verb tense is used in this text? Which tense do we usually use to tell a story?Which tense do we usually use to tell a story?

HOMEWORK!!!HOMEWORK!!!

• Rewrite the text using the Rewrite the text using the Past Simple Tense. Start Past Simple Tense. Start like this: like this: Once upon a Once upon a time there lived a sea-gull time there lived a sea-gull whose name…whose name…

mind the type of the mind the type of the

verbsverbs(regular/irregular)(regular/irregular)

Enjoy it ! Enjoy it !

The sea-gull and the The sea-gull and the tortoisetortoise

By Donald BissetBy Donald Bisset

Created byCreated by: : Maya Mladenova and Diana Maya Mladenova and Diana AckimovaAckimova

(Sts Cyril and Methodius School, Kozloduy)(Sts Cyril and Methodius School, Kozloduy)

TOPICTOPIC : : ANIMALS / BirdsANIMALS / Birds

Language Language focusfocus: : The Past Simple Tense in storiesThe Past Simple Tense in stories

LESSON TWOLESSON TWOObjectives:Objectives: Speculations on the progression of the storySpeculations on the progression of the story Revision and practising of questions and Revision and practising of questions and

answers in the Past Simple Tenseanswers in the Past Simple Tense Listening comprehension for gap-fillingListening comprehension for gap-filling

Illustrations by Maria MladenovaIllustrations by Maria Mladenova

ACTIVITIESACTIVITIES

1. Warm-up questions1. Warm-up questions in the Past Simple in the Past Simple

• Where did Oliver and Simon live?Where did Oliver and Simon live?

• What happened one day?What happened one day?

• Where did Charlie put Simon? Why?Where did Charlie put Simon? Why?

WELL DONE!!!

2. Read your homework.2. Read your homework. (Checking the verb forms)

3. What do you 3. What do you think happened think happened next? next?

4. Listen and 4. Listen and check your check your versionversion

Note: Hand-outs (two versions of Part 2, differently gapped)Note: Hand-outs (two versions of Part 2, differently gapped)

5. Listen again 5. Listen again and fill in the and fill in the dotted gaps with dotted gaps with the missing the missing details details

B

A

6. Pair work.6. Pair work. Ask your partner questions to find out the Ask your partner questions to find out the missing information. Use the appropriate tensemissing information. Use the appropriate tense

Read the text to check your Read the text to check your answers.answers.

A

B

7. Read the story in full and try to 7. Read the story in full and try to retell itretell it

Homework! Homework! – – work out a booklet with work out a booklet with the story and illustrate itthe story and illustrate it

Note: Hand-out with the whole text

And this is the end of the And this is the end of the lesson…lesson…

We enjoyed it.We enjoyed it.

Did you?Did you?

The sea-gull and the tortoise (Part 1) Oliver is a sea-gull. He lives on a little island with his friend Simon, the tortoise. All day long Oliver flies over the sea and catches fish. Simon stays at home under a thick tree and eats cabbage leaves and sings songs. He has a beautiful voice. One day a large stork flies by and sees Simon all by himself. The stork’s name is Charlie. He is feeling very hungry. ‘My! My!’ he says. ‘That tortoise would make a good dinner.’ He flies down and picks Simon up in his beak and flies away with him. When he gets home he opens the door of a little cage. ‘In you go’, he says to Simon. ‘Here are a lot of cabbage leaves. You eat them up and grow fat.’ Then he shuts the door of the cage and locks it.

The sea-gull and the tortoise (Part 2)

When Oliver got home he looked everywhere for his __________1 but he couldn’t find (a) ............. . The night came; still he went on looking for Simon. When he was flying over a (b) ................. forest, he heard the sound of a lovely song far below. Was it – Simon? Guided by the sound he flew down, and there was his friend singing (c) ............... in the moonlight. Next to him in a big nest was _____ _______ 2 sound asleep. ‘S-s-h! Don’t make a (d) ....................’, said Oliver. He bit through the wooden bars of the cage with his _______ ______ 3 and Simon came out. But they were far from home. And Simon couldn’t ________4. Tortoises can’t. So they built a raft and sailed home. When they got home Oliver (e) ............. Simon’s (f) ............... to the tree. ‘You’ll be safe now’, he said. If ever you are near the island, and, in the evening, when the moon is high in the sky, you hear a song from across the water, you’ll know that it is Simon singing to Oliver. They are very (g) ...................... . (A)


When Oliver got home he looked everywhere for his friend but he couldn’t find (a) ............. The night came; still he went on looking for Simon. When he was flying over a (b) ................. forest, he heard ____ _______ ___ __ _______ ______1 far below. Was it – Simon? Guided by the sound he flew down, and there was his friend singing (c) ............... in the moonlight. Next to him in a big nest was the stork_______ _________2. ‘S-s-h! Don’t make a (d) ...................’, said Oliver. He bit through the ________ 3 bars of the cage with his strong beak and Simon came out. But they were far from home. And Simon couldn’t fly. Tortoises can’t. So they built a ______ 4 and sailed home. When they got home Oliver (e) ............... Simon’s (f) ............... to the tree. ‘You’ll be safe now’, he said. If ever you are near the island, and, in the evening, when the moon is high in the sky, you hear a song from across the water, you’ll know that it is Simon singing to Oliver. They are very (g) ....................... (B)

The sea-gull and the tortoiseBy Donald BissetOnce upon a time there lived a sea-gull whose name was Oliver. He lived on a little island with his friend Simon, the tortoise. All day long Oliver flew over the sea and caught fish. Simon stayed at home under a thick tree and ate cabbage leaves and sang songs. He had a beautiful voice. One day a large stork flew by and saw Simon all by himself. The stork’s name was Charlie. He was feeling very hungry. ‘My! My!’ he said. ‘That tortoise would make a good dinner.’ He flew down and picked Simon up in his beak and flew away with him. When he got home he opened the door of a little cage. ‘In you go’, he said to Simon. ‘Here are a lot of cabbage leaves. You eat them up and grow fat.’ Then he shut the door of the cage and locked it. When Oliver got home he looked everywhere for his friend but he couldn’t find him. The night came; still he went on looking for Simon. When he was flying over a dark forest, he heard the sound of a lovely song far below. Was it – Simon? Guided by the sound he flew down, and there was his friend singing sadly in the moonlight. Next to him in a big nest was the stork sound asleep. ‘S-s-h! Don’t make a sound’, said Oliver. He bit through the wooden bars of the cage with his strong beak and Simon came out. But they were far from home. And Simon couldn’t fly. Tortoises can’t. So they built a raft and sailed home. When they got home Oliver tied Simon’s tail to the tree. ‘You’ll be safe now’, he said. If ever you are near the island, and, in the evening, when the moon is high in the sky, you hear a song from across the water, you’ll know that it is Simon singing to Oliver. They are very happy.


When Oliver got home he looked everywhere for his __________1 but he couldn’t find him. The night came; still he went on looking for Simon. When he was flying over a dark forest, he heard the sound of a lovely song far below. Was it – Simon? Guided by the sound he flew down, and there was his friend singing sadly in the moonlight. Next to him in a big nest was _____ _______ 2 sound asleep. ‘S-s-h! Don’t make a sound.’, said Oliver. He bit through the wooden bars of the cage with his _______ ______ 3 and Simon came out. But they were far from home. And Simon couldn’t ________4. Tortoises can’t. So they built a raft and sailed home. When they got home Oliver tied Simon’s tail to the tree. ‘You’ll be safe now’, he said. If ever you are near the island, and, in the evening, when the moon is high in the sky, you hear a song from across the water, you’ll know that it is Simon singing to Oliver. They are very happy. (A)


When Oliver got home he looked everywhere for his friend but he couldn’t find him. The night came; still he went on looking for Simon. When he was flying over a dark forest, he heard ____ _______ ___ __ _______ ______1 far below. Was it – Simon? Guided by the sound he flew down, and there was his friend singing sadly in the moonlight. Next to him in a big nest was the stork_______ _________2. ‘S-s-h! Don’t make a sound’, said Oliver. He bit through the ________ 3 bars of the cage with his strong beak and Simon came out. But they were far from home. And Simon couldn’t fly. Tortoises can’t. So they built a ______ 4 and sailed home. When they got home Oliver tied Simon’s tail to the tree. ‘You’ll be safe now’, he said. If ever you are near the island, and, in the evening, when the moon is high in the sky, you hear a song from across the water, you’ll know that it is Simon singing to Oliver. They are very happy. (B)

THE PAST SIMPLE TENSETHE PAST SIMPLE TENSEformsforms

1.1. Regular verbs:Regular verbs: VERB + ed / dVERB + ed / d

Examples:Examples:

watch – watchwatch – watcheded close – closeclose – closedd

stustudydy – stud – studieiedd stop – stostop – stoppppeded

2.2. Irregular verbs:Irregular verbs:

Examples: Examples: do – diddo – did have/has – hadhave/has – had be – was, werebe – was, were go – wentgo – went swim – swamswim – swam run – ranrun – ran think – thoughtthink – thought buy – boughtbuy – bought

Teacher’s NotesTeacher’s NotesBy Maya MladenovaBy Maya Mladenova

(PLEASE see the whole presentation as a slide show BEFORE (PLEASE see the whole presentation as a slide show BEFORE reading these notes)reading these notes)

This set of two lessons is intended for students with elementary level of This set of two lessons is intended for students with elementary level of English knowledge. English knowledge.

The lessons were done in their conventional version with 6-graders who had The lessons were done in their conventional version with 6-graders who had studied English at Primary school and then with 5-graders in the IT studied English at Primary school and then with 5-graders in the IT version.version.

The tasks were not very difficult for them and they enjoyed the lessons. The tasks were not very difficult for them and they enjoyed the lessons. Some of the booklets they made at the end were brilliant and one of them is Some of the booklets they made at the end were brilliant and one of them is

presented here as background illustrations on some of the slides. The presented here as background illustrations on some of the slides. The illustrations support the reception of the text.illustrations support the reception of the text.

The AIMS of the two lessons are listed in the presentation.The AIMS of the two lessons are listed in the presentation.• Listening for gistListening for gist• Telling a story in the Present SimpleTelling a story in the Present Simple• Revising the Past SimpleRevising the Past Simple• Speculations on the progression of the storySpeculations on the progression of the story• Revision and practising of questions and answers in the Past Simple TenseRevision and practising of questions and answers in the Past Simple Tense• Listening comprehension for gap-fillingListening comprehension for gap-filling

These lessons can be executed as a slide show in front of a whole class. In this case These lessons can be executed as a slide show in front of a whole class. In this case handouts must be distributed among the students. The HANDOUTS are given as handouts must be distributed among the students. The HANDOUTS are given as MSWord files in a separate folder.MSWord files in a separate folder.

Another possibility is to have each of the students seated in front of an individual Another possibility is to have each of the students seated in front of an individual computer and writing the words for the gaps in their notebooks. In this case, he computer and writing the words for the gaps in their notebooks. In this case, he handouts are linked as slides.handouts are linked as slides.

Handout 1 is necessary for the students to do their first homework task. Handout 1 is necessary for the students to do their first homework task. Handout 2 (A/B) is necessary for the gap-filling activities.Handout 2 (A/B) is necessary for the gap-filling activities.Handout 3 contains the whole text (as created by the author Donald Bisset) and is Handout 3 contains the whole text (as created by the author Donald Bisset) and is

necessary for the retelling of the story and the second homework task.necessary for the retelling of the story and the second homework task.ACTIVITIES – NOTESACTIVITIES – NOTES

LESSON 1LESSON 11. 1. WarmerWarmer. This activity is just to lead the students into the main topic of the story. . This activity is just to lead the students into the main topic of the story.

It should not last more than 5-6 minutes and should avoid stressing on It should not last more than 5-6 minutes and should avoid stressing on vocabulary issues. Do not let students answer the final question in detail – two vocabulary issues. Do not let students answer the final question in detail – two or three titles (even in BG) are enough.or three titles (even in BG) are enough.

2. 2. ListeningListening is the core skill practised in this lesson. The questions to be answered is the core skill practised in this lesson. The questions to be answered after the first listening are to focus the attention on the characters. The second after the first listening are to focus the attention on the characters. The second set of questions is to check general understanding. The text can be either read by set of questions is to check general understanding. The text can be either read by the teacher in class or switched on by the inserted linking button.the teacher in class or switched on by the inserted linking button.

3. The individual 3. The individual readingreading and the questions to be answered after it, lead the and the questions to be answered after it, lead the students to a framework of the story. This can help them build the students to a framework of the story. This can help them build the sequence of the plot later, in their attempts to retell the story.sequence of the plot later, in their attempts to retell the story.

4. This question (about tenses in stories) represents the activity which must 4. This question (about tenses in stories) represents the activity which must prepare the students for their homework. According to the time and the prepare the students for their homework. According to the time and the needs of the students, a more or less detailed needs of the students, a more or less detailed revisionrevision of the two simple of the two simple tenses should take place. (With the accent put on the Past Simple) tenses should take place. (With the accent put on the Past Simple)

5. 5. HomeworkHomework task. This task will help the students to concentrate on the Past task. This task will help the students to concentrate on the Past Simple Tense, apply the revised rules and prepare for the next part of the Simple Tense, apply the revised rules and prepare for the next part of the story, which is presented in the original tense.story, which is presented in the original tense.

LESSON 2LESSON 21. 1. Warm-up Warm-up questions. These are the ‘plot’ questions the students have questions. These are the ‘plot’ questions the students have

already answered in the previous lesson. This time they are asked in Past already answered in the previous lesson. This time they are asked in Past Simple tense. The aim is to ‘get back’ to the story. Simple tense. The aim is to ‘get back’ to the story.

2. 2. ReadingReading the homework with the accent on the Past Simple forms the homework with the accent on the Past Simple forms determines the grammar focus of the lesson. determines the grammar focus of the lesson.

3. 3. Speaking. Speaking. The speculations on the progression of the storyThe speculations on the progression of the story is an is an opportunity to practise using sentences in the Past Simple.opportunity to practise using sentences in the Past Simple.

4. This is a 4. This is a listeninglistening for gist activity. To check general understanding of the for gist activity. To check general understanding of the progression of the story, discuss whose version was the closest.progression of the story, discuss whose version was the closest.

5. 5. Listening for gap-fillingListening for gap-filling. Pay attention that students only have to fill in the . Pay attention that students only have to fill in the dotted gaps, not all gaps in the text. Both groups have the same words dotted gaps, not all gaps in the text. Both groups have the same words omitted for this activity.omitted for this activity.

6. 6. Pair work - questionsPair work - questions. This is an . This is an information gapinformation gap activity. In activity. In pairs, students A and B ask each other questions in Past pairs, students A and B ask each other questions in Past Simple to find the missing words and phrases and complete the Simple to find the missing words and phrases and complete the text. At the end a student reads the text for the others to check text. At the end a student reads the text for the others to check their answers.their answers.

7. 7. Practising telling the storyPractising telling the story. Students read the whole story . Students read the whole story quietly and then try to retell it. According to the time and the quietly and then try to retell it. According to the time and the students’ abilities it could be retold either once by different students’ abilities it could be retold either once by different students in a row or several times by different students students in a row or several times by different students retelling the whole story. If there is not enough time, this can retelling the whole story. If there is not enough time, this can become a part of the homework.become a part of the homework.

8. 8. HomeworkHomework. This is a consolidating activity which gives a . This is a consolidating activity which gives a personal and creative touch to the perception of the story.personal and creative touch to the perception of the story.

Education

The sea gull and the tortoise