1. LESSON PLAN:
THE THREE LITTLE PIGS
REVOLTING RHYMES BY ROALD DAHL

2. INTRODUCTION:
 We have chosen the Three Little Pig´s adapted tale
by Roald Dahl in order to teach the different
materials that the things are made of. We focused on
the English Language, concretly on the structure TO
BE + MADE + OF.
 We´ve used this tale because it´s enjoyable and very
funny and it has a surprising ending, so we have
found it very attractive to our pupils.
 We are in contact with the music teacher, with the
new science teacher and also with the technology
teacher to prepare a whole project where all the
lesson plans are taught round the same themes.

3. TARGET READERS
 AGE: Lower Secondary.  English Level: A2
(Grade 1)  25 students

4. TEACHING CONTEXT
English language learning class at a bilingual
college.

5. RESOURCES:
 Chairs and desks.  teacher’s magazine
 Spins
 Authentic materials  Flashcards
 Scramble sentences  Literary Tale
 Language games  Video
 CDs  Role plays
 Games
 DVDs
 Surveys
 Book  Test
 Workbook  Grammar quizzes

6. VOCABULARY:
MUSICAL CLASS: ENGLISH CLASS
 Pitch  Gold, silver, steel, wood,
wool, stone, leather, denim,
 Timbre cotton.
 Rythm  Ring, bracelet, necklace,
 Types of music piercing, jewel, pearl, topaz,
aquamarine, ruby, diamond,
 Duration emerald.
 Intensity  Clothes, dress, skirt, t-shirt,
pullover.
 Note
 Wax, stick, brick, straw,
 Different instruments cement, concrete, plaster.

7. VOCABULARY:
NEW SCIENCE CLASS: TECHNOLOGY CLASS
 Chalk, gold, silver,iron,  Buildings, structures,
dolomite, greywacke, materials, grades, forces.
anthracite, talc, quarzite.
 Sedimentaries, volcanic,
igneous, metamorphic.
 Gemstones, rocks,
minerals.
 Smelting.

8. TEACHING OBJECTIVES
LITERARY:
1. Introducing them into English
Culture through this piece.
2. Enjoying with English literature.
3. Being able to create your own
traditional tale adaptation, using the
names of the different materials they
have learnt at class.

9. TEACHING OBJECTIVES
 LINGÜISTIC:
 Understanding typical expressions related to the
materials that the things are made of.
 Connecting the theme with the lesson plan
we´re explaining at class. (LESSON 4: GO TO
COMERCIAL CENTRE AT THE JEWELRY)
 Using the passive voice correctly, making use of
the verb “to be” as an auxiliary verb, the past
participle of the verb “to make”, the preposition
“of” and the names of materials.

10. TEACHING OBJECTIVES
 Recognizing the different materials and
where they come from.
 Acquiring new vocabulary about materials
the things are made of, specially the things
we can buy at a commercial centre.
 Listening and watching videos.
 Producing sentences using the passive voice.
 Improving the five skills: listening, speaking,
writting, reading and interaction.
 Asking for things, choosing answers,recieving
info.

11. TEACHING OBJECTIVES
CROSS-CURRICULAR:
 Learning a song at musical class.
 Identify the materials and where they come
from at New Science Class.
 Giving an account of their creativity.
 Being critic with the traditional tales.
 Knowing that the goals are getting with some
effort.
 Participating with the whole class.

12. TEACHING OBJECTIVES
MUSICAL CLASS
 Improve the whole children evolution.
 Learn routines by means of the rules of the
games
 Use the musical language as a game
 Memorize and recognize some songs
 Assess the sound
 Enjoy music
 Elaborate and express emotions and feelings
 Assimilate different sound sources

13. TEACHING OBJECTIVES
 Discover sound arousing the ear
 Develop the memory and auditory identification
 Assimilate sounds
 Listen, recognize, and reproduce
 Associate immobility with silence and mobility
with sound
 Enhance powers of memory, intellect, and will
 Differentiate voices or instruments recognizing
their quality

14. TEACHING OBJECTIVES
 Promote the curiosity of the child and his interest for musical oration
 Develop the vocal chords, maintaining an adequate record
 Repeat sounds
 Vocalize
 Communicate with others
 Obtain consciousness of the existence of natural and artificial
sounds
 Be able to produce sounds from coming from the body
 Discover the contrast between sound and silence.
 Use the music as a way to feel emotions.
 Introduce the children into the nursery rhymes, finger plays and
cultural and traditional chants as the same time that we use modern
songs.

15. TEACHING OBJECTIVES
NEW SCIENCES CLASS
 Identify the properties of rocks and minerals.
 Distinguish the different types of rocks.
 Relate the evolution of the rocks to the
changing environment.
 Describe the color of the minerals.

16. TIMING:
TIME/DAY MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
9:00 – 9:50 E.S.L
9:55 – 10:45 E.S.L. E.S.L.
12:10 -13:00 E.S.L.

17. TIMING:
 Ten seasons of fifty minutes each one.
 The lesson lasts ten sessi0ns at least
beacause it includes more than one area.
 We are focusing on the part b of a complex
lesson.
 The time span for this part is more or less 3
sessions, it depends on the acquired
knowledge.

18. TYPE OF LITERARY
 Poetry
 Complete
 Adapted Version
 Story – telling video
 Traditional story

19. METHODOLOGY
1. APPROACH:
Contextual
Deductive
Multiple intelligences approach because all the
subjects are integrated into the whole
context.
CLT in order to be communicative.
The Whole class activities, solo work, in pairs.

20. METHODOLOGY
2. READING:
 Inside and outside class.
 Reading, listening and video.

21. ACTIVITIES. PRE-READING:
1. Introduction.
2. Learn new vocabulary about the materials which the things are
made of.
3. Explanation of the passive voice
4. Produce sentences while they are learning these new words.
5. Do the first part of the lesson plan. At the commercial centre: A
Go on shopping.
6. Understand dialogues in order to ask for things which are made
of several materials.
7. At the New Science Class: Start the fifth part of the lesson: The
Earth, a changing planet. Different Rocks.
8. Awake the Intelligence through the multisensory experiences.
Smell, look, touch, taste, listen.

22. PRE-READING:
 1. INTRODUCTION:
The commercial centre is a place where you can
buy everything, during this lesson, you´re
going to learn how to buy clothes and pieces
of jewelry using new vocabulary, new
structures with the verb to be, the past
participle of the verb to make, the preposition
of.

23. PRE-READING:
Gold: oro
Silver: plata
Denim: vaquero
Cotton: algodón
http://www.flashcardmachine.com/mineral-
vocabulary.html

24. PRE-READING:
 Passive voice: Use of Passive
 Passive voice is used when the focus is on the action. It is
not important or not known, however, who or what is
performing the action.
 Example: My bike was stolen.
 In the example above, the focus is on the fact that my bike
was stolen. I do not know, however, who did it.
 Sometimes a statement in passive is more polite than
active voice, as the following example shows:
 Example: A mistake was made.
 In this case, I focus on the fact that a mistake was made,
but I do not blame anyone (e.g. You have made a mistake.).

25. PRE-READING:
 Form of Passive
 Subject + finite form of to be + Past Participle (3rd column of
irregular verbs)
 Example: A letter was written.
 When rewriting active sentences in passive voice, note the
following:
1. the object of the active sentence becomes the subject of the
passive sentence.
2. The finite form of the verb is changed (to be + past participle)
3. the subject of the active sentence becomes the object of the
passive sentence (or is dropped)
http://www.ego4u.com/en/cram-up/grammar/passive/exercises

26. NEW SCIENCE:

27. THE FIVE SENSES:
 Smell
 Look
 Hear
 Touch
 taste

28. ACTIVITIES. DURING THE
READING
1. Having a look at the vocabulary.
2. Guessing the meaning of these words,
reading the tale.
3. Watch a video tale.
4. Listen to the tale.
5. Answer some questions about the tale.
6. Complete the vocabulary Challenge.
7. Correct the mistakes.
8. Rearrange the scramble words.

29. THE THREE LITTLE PIGS
 COURTEOUS  BLOATED
 STROLLING  TWIGS
 STRAW  SQUEAL
 LICKED  BULGING
 HUFF  INDULGING
 PUFF  BRICKS
 BLOW IN/AWAY  DRIPPING
 PRAY  CRUST
 WOLFSKIN
 PIGSKIN

30. READING, LISTENING AND
WATCHING.
 READING:
http://ace.home.xs4all.nl/Literaria/Txt-
Dahl2.html
 LISTENING AND WATCHING:
http://www.youtube.com/watch?v=F5DS2DnsJ
04

31. THE THREE LITTLE PIGS:
 COURTEOUS  BLOATED
 STROLLING  TWIGS
 STRAW  SQUEAL
 LICKED  BULGING
 HUFF  INDULGING
 PUFF  BRICKS
 BLOW IN/AWAY  DRIPPING
 PRAY  CRUST
 WOLFSKIN
 PIGSKIN

32. QUESTIONS ABOUT THE THREE
LITTLE PIGS
 Who killed the wolf?
 What is the first house made of?
 What is the second house made of?
 What is the third house made of?
 Who called little Red Riding Hood?
 What did the third little pig do?
 Where was the pistol?
 What is the suitcase made of?
 What is the Red Riding Hood´s coat made of?
 Has the end suprised you?

33. Complete these sentences:
 The animal I really dig,
Above all others is the -----------------.
Pigs are noble. Pigs are clever,
Pigs are courteous. However,
Now and then, to break this rule,
One meets a pig who is a fool.
What, for ----------, would you say,
If strolling through the woods one day,
Right there in front of you you saw
A pig who'd built his house of -----------?
The Wolf who saw it licked his lips,
And said, "That pig has had his ----------------."
“-------------- pig, little pig, let me come in!"
"No, no, by the hairs on my chinny-chin-chin!"
"Then I'll huff and I'll puff and I'll blow your house in!"

34. Correct the mistakes.
A short while later, through the wool,
Came striding brave Snow White.
The Wolf stood there, his eyes ablaze,
And yellowish, like the sun.
His teeth were sharp, his gums were raw,
And spit was dripping from his jaw.
Once more the maiden's eyelid flickers.
She draws the pistol from her coat.
Once more she hits the vital spot,
And kills him with a kiss.
Pig, peeping through the window, stood
And yelled, "Well done, Miss Riding Hood!"

35. Rearrange the scramble
sentences:
1. you never must Piglet, Ah, trust ladies
crust upper the from young.
2. has PIGSKIN CASE a She TRAVELING.
3. But she goes place from place to when.

36. REARRANGE THESE WORDS:
 GPILTE.
 EDR INGRDI OOHD
 LFWO
 SWTRA
 RCKSBI
 SWKOILFN
 KSPIGIN

37. OTHER ACTIVITIES AT THE WEB
 http://www.didax.com/newsletter/pdfs/writin
g_2-5184-245.pdf

38. Other activities
 pig
 blew
 together
 house
 pot
 little
 wolf
 enough
 brick

39. ACTIVITIES: AFTER READING.
1. Review the vocabulary using flashcards.
2. Memory game.
3. Sing and play: “who is afraid of the big bad
wolf?”
4. A mimic game.
5. Define the objects considering the materials
they are made of.
6. Test themselves using the proper structure.
7. Create a tale with the new materials.
8. Who´s who game, describing people, their
clothes.

40. FLASHCARDS
 CLOTHES
 JEWELRY
 MINERALS
 ROCKS

41. WHO IS AFRAID OF THE BIG BAD
WOLF?
 http://www.youtube.com/watch?v=ShE27Hst
_NM
 http://www.youtube.com/watch?v=cAHpqpq
QBio

42. DEFINE THESE THINGS
 WORLD CUP
 MEDAL
 JUMPER
 SKIRT
 WATCH
 RING
 NECKLACE

43. WHO´S WHO GAME
 Is she wearing a leather skirt?
 Is he wearing a denim jacket?
 Is she wearing a silver ring?
 Is her necklace made of gold?
 Are his glasses made of cotton?
 Are her trousers made of denim?

44. CELEBRITIES

45. Assessment
 The assessment is made by a written exam
where the pupil has to use the new structures
and the vocabulary.
 This wa

46. BIBLIOGRAPHY:
 Roald Dahl, “Revolting Rhymes”, Puffin
Books.
 Cristina Gómez Castro, “Didáctica de la
lengua inglesa”
 Jesús Ángel Gonzalez, “English Literature”
 VV.AA. “Terra 6, Medio natural, social y
cultural”, Vicens Vives.
 Elisenda Papiol & María Toth “Bugs 6”,
Macmillan Heinemann.

47. BIBLIOGRAPHY:
 Big Bird´s Yellows Book. Teacher´s Book. Jane
S.Zion. Ed. Oxford.
 Oscar´s bridge to reading book. Katrin Tiitsman.
Oxford.
 Primary reading box. Caroline Nixon and Michael
Tomlinson. Ed. Cambridge.
 Primary Pronunciation Box. Caroline Nixon and
Michael Tomlinson. Ed. Cambridge.
 Grammar Activities. Will Forsyth and Sue Lavender.
Ed. Heinnemann.
 Teaching Oral English. Donn Byrne. Ed. Longman.

48. WEBGRAPHY:
 http://www.youtube.com/watch?v=F5DS2Dn
sJ04
 http://en.wikipedia.org/wiki/Revolting_Rhym
es
 http://www.michellehenry.fr/dahl.htm
 http://www.roalddahl.com/
 http://www.puffin.co.uk/static/cs/uk/15/minisi
tes/dahlday/pdfs/POS/WORKSHEETS_INTRO
.pdf

49. WEBGRAPHY:
 http://www.puffin.co.uk/static/cs/uk/15/minisites
/dahlday/pdfs/POS/WORKSHEETS_ACTIVITIESY
C.pdf
 http://www.wordreference.com/es/
 http://www.youtube.com/watch?v=ShE27Hst_N
M
 http://www.ego4u.com/en/cram-
up/grammar/passive/exercises
 http://bilingualprogrammusic.blogspot.com/
 http://edtech.kennesaw.edu/web/rocks.html
 http://en.wikipedia.org/wiki/List_of_minerals

50. WEBGRAPHY:
 http://www.eslgold.com/speaking/information_gap.html
 http://www.professorjackrichards.com/pdfs/communicative-
language-teaching-today-v2.pdf
 http://cuentosparadormir.com
 http://primeraescuela.com
 http://youtube.com
 http://www.youtube.com/watch?v=-qoYPLtqqVk
 http://books.google.es/books?hl=es&lr=&id=C699JJZEEeAC&oi=
fnd&pg=PR7&dq=advantages+of+communicative+language+tea
ching&ots=3vZfWVoNIp&sig=lB2mrOZtLIlolTZk8M-
UcAISsSk#v=onepage&q&f=false
 http://www.andrew.cmu.edu/user/josephmi/850/SampleGoalObj.
pdf

51. THE END