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Lesson Plan Lesson plan Level 1 Beginner/Elementary CEF: A1
Cambridge Discovery Readers
A Little Trouble in Dublin Richard MacAndrew 4 Talk briefly to students about bank notes. What sort
Aims ■
To make students interested in the book.
■
To think about the types of events that might happen in an adventure story.
■
To learn more about some of the characters in the story and their relationship with each other. NB You may find that many of the activities described below can be exploited better in your students’ own language or mother tongue, if you speak it. The mother tongue, if used carefully as a resource, can facilitate your students’ progress in English and help them to understand the context of the story, thus preparing them to understand it better when they read it.
Pre-reading Activities 1 Tell students the title of the book is A Little Trouble in Dublin. Write a list of types of stories (genres) on the board (e.g. murder mystery, comedy, science fiction, romance, adventure). Discuss these with students to ensure they know what they all are. Students now look at Illustration 1. Ask What do you see? Suggested answers: two people (a boy and a girl) running away from a building at night, money. Now ask What genre do you think A Little Trouble in Dublin is? Answer: Adventure.
2 Ask students to look at Extract 1, a list of people in the story, and Illustration 1. Working in pairs, students try to guess something that happens in the story. They should write their ideas on small pieces of paper. to the whole class and help students to stick their pieces of paper up so that similar ideas are next to each other. How different are the ideas?
3 Ask students to read Extract 2 and to look at Illustration 2. Talk about what is happening (a shop assistant refuses to accept Mary’s €20 note as he says it’s forged). Look back at the ideas for Activity 2. Did anyone think the story was about forged money?
Cambridge Discovery Readers
© Cambridge University Press 2010
of images do they have on them? Suggested answer: images of people or places that are important to a country or group of countries. Give students a piece of paper the size of a bank note and ask them to design a new note. Stick the notes up and give them all a number. Now ask students to vote for their three favourite designs. NB Students must not vote for their own bank note. Which is the most popular design?
5 Tell students that in A Little Trouble in Dublin, Mary visits a museum shop. Divide the class into two teams and ask each team to write up a list of items they think are on sale in a museum shop. They give each item a price (in euros). This price should be a whole number (e.g. €13, not €13.55). Teams now swap lists. Give each team two minutes to memorise the list of items and their prices. At the end of the two minutes, the winning team is the team that re the most items and their prices accurately.
6 Ask students to read Extract 3. Discuss what is happening in the extract. Suggested answer: Andy and Mary are following a man in Dublin. The man goes into a house. Andy wants to leave, but Mary wants to wait longer. Andy isn’t happy, but he doesn’t want to leave his sister. They wait another 30 minutes. Now ask students to imagine that Andy does decide to say what he thinks about waiting. They should write a few lines to continue the dialogue between the brother and sister, to show how they are both feeling. Students share their dialogue with a partner or the whole class.
7 Ask students to discuss with a partner what happens to Mary and Andy after Extract 3 ends. to the whole class.
8 Students think of a place they know well and imagine they are following someone. Ask them to list possible hiding places (e.g. cafés, trees, etc.). Next, ask them to think about how they would feel if they were following someone (e.g. frightened, www.cambridge.org/elt/discoveryreaders
PHOTOCOPIABLE
nervous). Finally, ask them to write a simple scene as in Extract 3, where they follow someone. They should try to show what the place is like and how they feel as well as what is happening.
9 Ask students to look at Illustration 3 and to discuss with a partner. What do they think is happening and why? Answer: Andy and Mary are trying to escape from the two men in the picture by putting their hands over their eyes so they can’t see while the car is moving (although you may wish to let the students find this out by reading the book).
10 Students think of a caption for the Illustration 3 and share these with the whole class.
Post-reading Activities 1 Ask students to complete the sentence: The thing I liked best about A Little Trouble in Dublin was …
2 Ask students to make a change to the story to provide an entirely different ending. to the whole class. How similar are the ideas?
3 Game – How well do you know me? Place the class in groups of three – Student 1 is Mary, Student 2 is Andy and Student 3 is the questioner. Student 3 secretly writes three questions about Mary and three questions about Andy (e.g. At a restaurant, does Mary choose a burger, a pizza or a salad?). Student 3 then asks Student 1 the three questions about Mary without Student 2 being present and notes the answer. Student 2 then returns and Student 3 asks him the same three questions about Mary. Student 2 gets a point for every answer that is the same as Student 1’s. Now repeat the above, but this time with Student 3 asking Student 2 questions about Andy while Student 1 is out of the room.
4 Write a 100-word story for a Dublin newspaper about Mary and Andy’s adventures.
Cambridge Discovery Readers
© Cambridge University Press 2010
www.cambridge.org/elt/discoveryreaders
PHOTOCOPIABLE
Extract 1 People in the story Andy Lawson: a thirteen-year-old boy; Mary Lawson’s twin brother Mary Lawson: a thirteen-year-old girls: Andy Lawson’s twin sister Miss O’Brien: Andy and Mary’s science teacher Mr Green Shirt: Mary sees this man in a shop Mr Blue Shirt: a friend of Mr Green Shirt Inspector Helen Forrester: a Dublin police officer Sergeant Tom Brady: A Dublin Police officer.
My notes
Extract 2 ‘I can’t take this,’ said the shop assistant. ‘Why not?’ asked Mary. ‘It’s not a real €20 note,’ he answered. ‘It’s forged – it’s not real. Look here.’ He found a new €20 note and put it on the shop window. Then he put Mary’s note next to it. ‘Look on the left of the note,’ the assistant told Mary. ‘You can see a kind of window on the real note, but there isn’t one on yours. Yours is forged.’ Extract 3 Mary watched the man. He turned right. Andy and Mary ran after him and turned right too. ‘Don’t get too near him,’ said Mary. ‘We don’t want him to see us.’ For ten minutes they walked about fifty metres behind the man. First there was Trinity College on their left, then the National Gallery on their right. Next came Merrion Square. There were houses round the square, and trees and gardens in it. The man walked up to the front door of a house, opened the door and went in. ‘OK,’ said Andy. ‘We can go back now. We’ve still got time to get to the cinema. The film actually starts at half past five.’ ‘No,’ said Mary and took him by the arm. ‘We’re going to wait in the gardens.’ ‘Why?’ asked Andy. We can’t see him.’ ‘But what’s he doing there?’ asked Mary. ‘I want to know.’ Andy was angry, but he didn’t say anything. ‘I can’t leave my sister here,’ he thought. They waited and they waited. After thirty minutes Andy said, ‘Come on, Mary. He’s not coming out again.’ ‘Just five more minutes,’ said Mary. ‘Please, Andy.’ Cambridge Discovery Readers
© Cambridge University Press 2010
www.cambridge.org/elt/discoveryreaders
PHOTOCOPIABLE
Illustration 1
My notes Cambridge Discovery Readers
A Little Trouble in Dublin Richard MacAndrew
CEF
A1
25/02/2010 16:09
Illustration 2
Cambridge Discovery Readers
© Cambridge University Press 2010
www.cambridge.org/elt/discoveryreaders
PHOTOCOPIABLE
Illustration 3
Cambridge Discovery Readers
My notes
© Cambridge University Press 2010
www.cambridge.org/elt/discoveryreaders
PHOTOCOPIABLE
Cambridge Discovery Readers
A Little Trouble in Dublin Richard MacAndrew 4 Talk briefly to students about bank notes. What sort
Aims ■
To make students interested in the book.
■
To think about the types of events that might happen in an adventure story.
■
To learn more about some of the characters in the story and their relationship with each other. NB You may find that many of the activities described below can be exploited better in your students’ own language or mother tongue, if you speak it. The mother tongue, if used carefully as a resource, can facilitate your students’ progress in English and help them to understand the context of the story, thus preparing them to understand it better when they read it.
Pre-reading Activities 1 Tell students the title of the book is A Little Trouble in Dublin. Write a list of types of stories (genres) on the board (e.g. murder mystery, comedy, science fiction, romance, adventure). Discuss these with students to ensure they know what they all are. Students now look at Illustration 1. Ask What do you see? Suggested answers: two people (a boy and a girl) running away from a building at night, money. Now ask What genre do you think A Little Trouble in Dublin is? Answer: Adventure.
2 Ask students to look at Extract 1, a list of people in the story, and Illustration 1. Working in pairs, students try to guess something that happens in the story. They should write their ideas on small pieces of paper. to the whole class and help students to stick their pieces of paper up so that similar ideas are next to each other. How different are the ideas?
3 Ask students to read Extract 2 and to look at Illustration 2. Talk about what is happening (a shop assistant refuses to accept Mary’s €20 note as he says it’s forged). Look back at the ideas for Activity 2. Did anyone think the story was about forged money?
Cambridge Discovery Readers
© Cambridge University Press 2010
of images do they have on them? Suggested answer: images of people or places that are important to a country or group of countries. Give students a piece of paper the size of a bank note and ask them to design a new note. Stick the notes up and give them all a number. Now ask students to vote for their three favourite designs. NB Students must not vote for their own bank note. Which is the most popular design?
5 Tell students that in A Little Trouble in Dublin, Mary visits a museum shop. Divide the class into two teams and ask each team to write up a list of items they think are on sale in a museum shop. They give each item a price (in euros). This price should be a whole number (e.g. €13, not €13.55). Teams now swap lists. Give each team two minutes to memorise the list of items and their prices. At the end of the two minutes, the winning team is the team that re the most items and their prices accurately.
6 Ask students to read Extract 3. Discuss what is happening in the extract. Suggested answer: Andy and Mary are following a man in Dublin. The man goes into a house. Andy wants to leave, but Mary wants to wait longer. Andy isn’t happy, but he doesn’t want to leave his sister. They wait another 30 minutes. Now ask students to imagine that Andy does decide to say what he thinks about waiting. They should write a few lines to continue the dialogue between the brother and sister, to show how they are both feeling. Students share their dialogue with a partner or the whole class.
7 Ask students to discuss with a partner what happens to Mary and Andy after Extract 3 ends. to the whole class.
8 Students think of a place they know well and imagine they are following someone. Ask them to list possible hiding places (e.g. cafés, trees, etc.). Next, ask them to think about how they would feel if they were following someone (e.g. frightened, www.cambridge.org/elt/discoveryreaders
PHOTOCOPIABLE
nervous). Finally, ask them to write a simple scene as in Extract 3, where they follow someone. They should try to show what the place is like and how they feel as well as what is happening.
9 Ask students to look at Illustration 3 and to discuss with a partner. What do they think is happening and why? Answer: Andy and Mary are trying to escape from the two men in the picture by putting their hands over their eyes so they can’t see while the car is moving (although you may wish to let the students find this out by reading the book).
10 Students think of a caption for the Illustration 3 and share these with the whole class.
Post-reading Activities 1 Ask students to complete the sentence: The thing I liked best about A Little Trouble in Dublin was …
2 Ask students to make a change to the story to provide an entirely different ending. to the whole class. How similar are the ideas?
3 Game – How well do you know me? Place the class in groups of three – Student 1 is Mary, Student 2 is Andy and Student 3 is the questioner. Student 3 secretly writes three questions about Mary and three questions about Andy (e.g. At a restaurant, does Mary choose a burger, a pizza or a salad?). Student 3 then asks Student 1 the three questions about Mary without Student 2 being present and notes the answer. Student 2 then returns and Student 3 asks him the same three questions about Mary. Student 2 gets a point for every answer that is the same as Student 1’s. Now repeat the above, but this time with Student 3 asking Student 2 questions about Andy while Student 1 is out of the room.
4 Write a 100-word story for a Dublin newspaper about Mary and Andy’s adventures.
Cambridge Discovery Readers
© Cambridge University Press 2010
www.cambridge.org/elt/discoveryreaders
PHOTOCOPIABLE
Extract 1 People in the story Andy Lawson: a thirteen-year-old boy; Mary Lawson’s twin brother Mary Lawson: a thirteen-year-old girls: Andy Lawson’s twin sister Miss O’Brien: Andy and Mary’s science teacher Mr Green Shirt: Mary sees this man in a shop Mr Blue Shirt: a friend of Mr Green Shirt Inspector Helen Forrester: a Dublin police officer Sergeant Tom Brady: A Dublin Police officer.
My notes
Extract 2 ‘I can’t take this,’ said the shop assistant. ‘Why not?’ asked Mary. ‘It’s not a real €20 note,’ he answered. ‘It’s forged – it’s not real. Look here.’ He found a new €20 note and put it on the shop window. Then he put Mary’s note next to it. ‘Look on the left of the note,’ the assistant told Mary. ‘You can see a kind of window on the real note, but there isn’t one on yours. Yours is forged.’ Extract 3 Mary watched the man. He turned right. Andy and Mary ran after him and turned right too. ‘Don’t get too near him,’ said Mary. ‘We don’t want him to see us.’ For ten minutes they walked about fifty metres behind the man. First there was Trinity College on their left, then the National Gallery on their right. Next came Merrion Square. There were houses round the square, and trees and gardens in it. The man walked up to the front door of a house, opened the door and went in. ‘OK,’ said Andy. ‘We can go back now. We’ve still got time to get to the cinema. The film actually starts at half past five.’ ‘No,’ said Mary and took him by the arm. ‘We’re going to wait in the gardens.’ ‘Why?’ asked Andy. We can’t see him.’ ‘But what’s he doing there?’ asked Mary. ‘I want to know.’ Andy was angry, but he didn’t say anything. ‘I can’t leave my sister here,’ he thought. They waited and they waited. After thirty minutes Andy said, ‘Come on, Mary. He’s not coming out again.’ ‘Just five more minutes,’ said Mary. ‘Please, Andy.’ Cambridge Discovery Readers
© Cambridge University Press 2010
www.cambridge.org/elt/discoveryreaders
PHOTOCOPIABLE
Illustration 1
My notes Cambridge Discovery Readers
A Little Trouble in Dublin Richard MacAndrew
CEF
A1
25/02/2010 16:09
Illustration 2
Cambridge Discovery Readers
© Cambridge University Press 2010
www.cambridge.org/elt/discoveryreaders
PHOTOCOPIABLE
Illustration 3
Cambridge Discovery Readers
My notes
© Cambridge University Press 2010
www.cambridge.org/elt/discoveryreaders
PHOTOCOPIABLE
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