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CYCLE 2

ENGLISH LANGUAGE

5 General

Cycle 2 English Language

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TEACHER OVERVIEW

Lesson 5-6

Skill: Listening / Speaking

Topic: A Kayaking Adventure

Lesson Goal

Students listen to an adventure story, take notes and retell events in sequence.

Student Learning Outcomes

ENG.01.L.CS.5.1 Listen and identify some details.�
ENG.01.S.IP.4.1 Express simple ideas and information with developing coherence when speaking.

Key Vocabulary

kayak, river, rocks, calm, safe, adventure

This lesson is adapted from 5 General. All activities have been directly adapted from the book (pages 16 – 19).

Useful Link(s):

FL.13 Describing processes

Speaking Rubric

Cycle 2 English Language

Main Outcome: ENG.01.L.CS.5.1: Listen and identify some details in simple texts on familiar topics that use simple language and are spoken slowly and clearly with some pauses.

Supporting Outcome: ENG.01.S.IP.4.1: Express simple ideas and information on familiar topics, giving simple reasons with 'because', and using a limited range of familiar phrases and expressions in short, simple spoken texts with developing coherence, although there may be frequent pauses and limitations in vocabulary or structure.

Disclaimer:

The lessons outlined in the Scope and Sequence, along with the corresponding PowerPoint materials, have been designed to align with the Ministry of Education’s cultural and educational expectations. These resources should be regarded as the core content for lesson delivery.

Teachers are strongly advised to use these materials as the primary guide for instruction and to refrain from teaching or referencing any sections of the course book that may contain content deemed culturally sensitive or inappropriate within the local context.

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Key Vocabulary

kayak, river, rocks, calm, safe, adventure

Cycle 2 English Language

Lesson 5-6

Skill: Listening / Speaking

Topic: A Kayaking Adventure

Lesson Goal

You will listen to an adventure story, take notes and say what happened.

In this lesson, you will learn how to…

share simple ideas and things you know when you speak.

give a short talk with the right parts and words, using a simple text to help you, and joining your ideas with words like "and," "but," "because," and "then".

Get ready

Lesson 5-6

Warm-up

Activity 1

Activity 2

Activity 3

Activity 4

Activity 5

Get ready

Activity 6

Cool down

Plenary & Reflection

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Cycle 2 English Language

Warm-up

Page 16: Activity 1

In pairs, look at the pictures and discuss the questions.

Warm-up

Where are they?

What are they doing?

What other things can you see?

What might happen next ?

Draw students’ attention to the instructions and ask a student to read them aloud.
Draw students’ attention to the pictures and give them a few moments to look carefully at the details.
Before discussing the questions, ask students to predict what they think is happening and what might happen next.
Elicit a few ideas without confirming them.
Read through the questions and model a simple response to one question.
Put students into pairs and ask them to discuss each question, taking turns to ask and answer.
Encourage students to use details from the pictures to support their answers and predictions.
Circulate and monitor, prompting students with questions such as What can you see?, Why do you think that? and What might happen next?
Bring the class together and elicit answers from different pairs. Accept different reasonable predictions where students can explain their ideas.

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Cycle 2 English Language

Listening

Page 17: Activity 3, Track 1

Listen to the story. What is the main problem?

Activity 1

The main problem was…

Draw students’ attention to the instructions and ask a student to read them aloud.
Draw students’ attention to the sentence starter, The main problem was…, and explain that they should listen for the main problem in the story rather than every detail.
Play Track 1.
Ask students to listen without writing and focus on understanding the overall story. Play Track 1 again.
Ask students to identify the main problem and prepare an answer using the sentence starter.
Put students into pairs to compare their answers and explain what they heard that helped them identify the problem.
Circulate and monitor, checking that students are identifying the main problem rather than a minor detail.
Elicit answers from students and ask which details from the listening helped them decide. Compare the answer with students’ earlier predictions.

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Cycle 2 English Language

Listening

Page 17: Activity 3, Track 1

Listen to the story. What was the main problem?

Activity 1

…the water started moving very fast and they hit a rock.

The main problem was…

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Cycle 2 English Language

Get ready to listen!

Today you will listen to a story, identify important details and take notes about what happened.

What do you need to do when listening?

Listen for key words and important details.

Identify the problem, the actions and the result.

Write short notes using key words.

DON’T write full sentences or every word you hear.

Get Ready

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Cycle 2 English Language

Listening

Page 17: Activity 4, Track 1

Read the Listening Tip. Then, listen again and write your notes in the table.

Activity 2

Listening Tip

When taking notes, do NOT write full sentences.

Listen for key words that will help you tell the story.

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Problem	Action	Results

Cycle 2 English Language

Listening

Page 17: Activity 4, Track 1

Read the Listening Tip. Then, listen again and write your notes in the table.

Activity 2

ENG.01.L.CS.5.1: Listen and identify some details in simple texts on familiar topics that use simple language and are spoken slowly and clearly with some pauses.

Draw students’ attention to the table and review the three headings: Problem, Action and Results. Check that students understand what type of information belongs in each column.
Elicit one example of a short note that could be used for the Problem column, based on what students remember from the first listening.
Play Track 1 again. Ask students to listen for the problem, the actions the boys took and the result, and record key words or short phrases in the table.
If needed, play the track once more so students can add to or check their notes.
Put students into pairs to compare their notes. Encourage them to discuss any differences and decide whether their notes capture the important information.
Elicit answers from students, reinforcing that notes may be worded differently as long as they include the key information.

Differentiation

Students working towards GLG should listen for key words and complete the table using short notes. Provide key words or prompts under each heading, such as water / rock, stop / swim and safe.

Students working at GLG should listen for relevant details and independently record short notes under Problem, Action and Results.

Students working beyond GLG should listen for additional relevant details and record more than one key point where appropriate. They should use their notes to briefly explain the sequence of events after listening.

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Problem	Action	Results

Cycle 2 English Language

Listening

Page 17: Activity 4, Track 1

Read the Listening Tip. Then, listen again and write your notes in the table.

Activity 2

Water became fast / they kayak hit a rock

Tried to stop / swam to the side of the river.

The boys were safe.

ENG.01.L.CS.5.1: Listen and identify some details in simple texts on familiar topics that use simple language and are spoken slowly and clearly with some pauses.

Click on the slide to reveal the sample answers one-by-one. Discuss the answers with the class.
Address any questions students may have.

Differentiation

Students working towards GLG should listen for key words and complete the table using short notes. Provide key words or prompts under each heading, such as water / rock, stop / swim and safe.

Students working at GLG should listen for relevant details and independently record short notes under Problem, Action and Results.

Students working beyond GLG should listen for additional relevant details and record more than one key point where appropriate. They should use their notes to briefly explain the sequence of events after listening.

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Cycle 2 English Language

Writing

Page 17: Activity 7

Use your notes to complete the sentences.

Activity 3

a) The boys were moving slowly down the river when they _________________________________.

b) While they were ________________ to stop the kayak, they _______________ a rock.

c) In the end they _______________ safe.

Draw students’ attention to the instructions and ask a student to read them aloud.
Remind students that they will now use the notes from Activity 2 to reconstruct key information from the story in complete sentences.
Ask students to look back at their notes and identify which information relates to each sentence before they begin writing.
Model the first item orally. Show how the short note hit a rock can be used to complete the sentence without changing the meaning.
Ask students to complete the remaining sentences independently using their notes. Remind them to pay attention to the words already provided in each sentence.
Put students into pairs to compare their answers and check that each completed sentence makes sense.
Circulate and monitor, checking students’ use of the past continuous and past simple where appropriate.
Elicit answers from students and ask them to explain which notes helped them complete each sentence.

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Cycle 2 English Language

Writing

Page 17: Activity 7

Use your notes to complete the sentences.

Activity 3

a) The boys were moving slowly down the river when they _________________________________.

b) While they were ________________ to stop the kayak, they _______________ a rock.

c) In the end they _______________ safe.

trying

hit

were

hit a rock

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Cycle 2 English Language

Speaking

Page 18: Activity 5

In pairs, number the sentences 1-5 to put the story in the correct order.

Activity 4

We fell into the water.

We were kayaking on the river.

We swam to the side of the river.

We heard a loud noise.

The kayak hit a rock.

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Cycle 2 English Language

Speaking

Page 18: Activity 5

In pairs, number the sentences 1-5 to put the story in the correct order.

Activity 4

We fell into the water.

We were kayaking on the river.

We swam to the side of the river.

We heard a loud noise.

The kayak hit a rock.

4

1

5

3

2

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Cycle 2 English Language

Speaking

Page 18-19: Activity 3

Read the Speaking Tip. Match the linking words to their meaning.

Activity 5

Speaking Tip

When you use a linking word (First, Then, Suddenly), pause very slightly after it. This helps your listener follow

your story.

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Cycle 2 English Language

Speaking

Page 18-19: Activity 3

Read the Speaking Tip. Match the linking words to their meaning.

Activity 5

Word
first
then
suddenly
in the end

Meaning
something surprising happens
the ending
the beginning
the next event

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Cycle 2 English Language

Speaking

Page 18-19: Activity 3

Read the Speaking Tip. Match the linking words to their meaning.

Activity 5

Word
first
then
suddenly
in the end

Meaning
something surprising happens
the ending
the beginning
the next event

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Cycle 2 English Language

Today you will retell a story in the correct order using simple language and linking words to make your ideas clear.

What do you need to do when speaking?

Tell the events in the correct order.

Use linking words such as first, then, suddenly and in the end.

DON’T give unrelated information or change the order of the story.

Get ready to speak!

Get Ready

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Cycle 2 English Language

First, the boys were kayaking…

Speaking

Page 19: Activity 5

Work with a partner. Take turns to be Student A and Student B.

Activity 6

Student A: Tell the story using your notes and the answers from Activity 4.

Student B: Listen and complete the checklist with a tick (✓) or cross (✗).

Checklist
The story is in the correct order The speaker used ‘While we were…’ The speaker used linking words.

ENG.01.S.IP.4.1: Express simple ideas and information on familiar topics, giving simple reasons with 'because', and using a limited range of familiar phrases and expressions in short, simple spoken texts with developing coherence, although there may be frequent pauses and limitations in vocabulary or structure.

Draw students’ attention to the instructions and explain the two roles: Student A tells the story and Student B listens and completes the checklist.
Review the linking words from Activity 5 and remind students to pause slightly after each one when speaking.
Model the beginning of the story using the prompt on the slide: “First, the boys were kayaking…” Elicit a possible next event from students.
Draw students’ attention to the checklist. Check that students understand what Student B should listen for: correct order, while we were…, and linking words.
Put students into pairs and assign Student A and Student B. Student A uses their notes and answers from Activity 4 to retell the story while Student B listens and completes the checklist.
Ask Student B to briefly share their checklist with Student A and identify one thing they did well or could add.
Students switch roles and repeat the activity so that both students have an opportunity to tell the story and use the checklist.
Monitor pairs and note whether students sequence the events clearly and use the target language. Elicit one or two examples from the class at the end.

Differentiation

Students working towards GLG should use their notes and the ordered sentences from Activity 4 as prompts while retelling the story. Provide sentence starters such as First, the boys were…, Then…, Suddenly… and In the end….

Students working at GLG should use their notes to retell the story in the correct order, using while we were… and appropriate linking words. They should respond to their partner’s checklist feedback when repeating or improving part of the story.

Students working beyond GLG should retell the story with less reliance on their notes and add relevant details to make the story clearer or more interesting. They should use a wider range of linking words and explain how they could improve their retelling after receiving their partner’s feedback.

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Cool Down

National Education Charter

Lifelong learning

In small groups, answer the questions.

What lesson did the boys learn from their kayaking adventure?

Think of a situation when you have learned a valuable life lesson.

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Cycle 2 English Language

I can give a short talk with the right parts and words, using a simple text to help me, and joining my ideas with words like "and," "but," "because," and "then".
I can listen and pick out some words that tell me more about something.

Lesson Outcome Check

Plenary & Reflection