Version 1: Simpler
I. Introduction (5 minutes)
- Greeting the students.
- Checking readiness for the lesson.
II. Topic Introduction (10 minutes)
- Showing pictures of different children.
- Task: “Look at the pictures and tell me what you think about each child. What qualities do good children have?”
III. Main Part (30 minutes)
- Pair work: Students discuss the qualities of good children using prompts:
1. What qualities should a good child have?
2. What actions can you think of that good children do?
3. Can you give examples of good behavior?
- Discussing the questions as a class: Each pair presents their answers.
IV. Speaking Practice (15 minutes)
- Group work: Students receive cards with situations and discuss what actions would be good in each situation.
- Presenting the results of the discussion to the class.
V. Writing Practice (15 minutes)
- Task: “Write a short letter to a friend, telling them about the qualities of good children. Use the phrases and words we discussed in class.”
- Checking and correcting the letters.
VI. Conclusion (5 minutes)
- Summing up the lesson.
- Homework: “Write an essay on the topic ‘What makes a good child?’”
Version 2: Same
I. Introduction (5 minutes)
- Greeting the students.
- Checking readiness for the lesson.
II. Topic Introduction (10 minutes)
- Showing pictures of different children.
- Task: “Observe the pictures and express your thoughts about each child. What characteristics do good children possess?”
III. Main Part (30 minutes)
- Pair work: Students discuss the characteristics of good children using prompts:
1. What characteristics should a good child possess?
2. What actions can you list that good children engage in?
3. Can you provide examples of good behavior?
- Discussing the questions as a class: Each pair presents their answers.
IV. Speaking Practice (15 minutes)
- Group work: Students receive cards with situations and discuss what actions would be considered good in each situation.
- Presenting the results of the discussion to the class.
V. Writing Practice (15 minutes)
- Task: “Compose a brief letter to a friend, informing them about the characteristics of good children. Utilize the phrases and vocabulary we discussed in class.”
- Checking and correcting the letters.
VI. Conclusion (5 minutes)
- Summing up the lesson.
- Homework: “Write an essay on the topic ‘What makes a good child?’”
Version 3: More Complex
I. Opening (5 minutes)
- Warm greetings to the students.
- Checking their preparedness for the lesson.
II. Introduction to the Topic (10 minutes)
- Presenting a series of diverse images depicting children from various backgrounds and situations.
- Prompt: “Observe the images and articulate your impressions about each child. What attributes and qualities do you associate with good children?”
III. Main Section (30 minutes)
- Pair work: Students engage in a discussion about the attributes and qualities of good children, guided by the following prompts:
1. What essential qualities should a good child possess?
2. Can you identify specific actions or behaviors that exemplify good children?
3. Could you provide real-life examples of commendable conduct?
- Conducting a whole-class discussion: Each pair shares their responses and insights.
IV. Oral Practice (15 minutes)
- Group work: Distributing scenario cards to students, who then discuss and deliberate on appropriate actions that would demonstrate goodness in each situation.
- Presenting the outcomes of the group discussions to the entire class.
V. Written Practice (15 minutes)
- Task: “Compose a concise letter to a friend, elucidating the attributes and qualities of good children. Incorporate the phrases and vocabulary we explored during the lesson.”
- Reviewing and providing feedback on the letters.
VI. Conclusion (5 minutes)
- Recapitulating the key points covered during the lesson.
- Assigning homework: “Compose an essay on the topic ‘What constitutes a good child?’”
Note: Throughout the lesson, the teacher actively employs prompts and guiding questions to assist students in expressing their thoughts and ideas. Additionally, the teacher fosters discussion and interaction among the students, creating an atmosphere of trust and support.
