Unit 3 : Lesson 3: The Friendship of Baboon and Crocodile

By the end of the lesson ss will be able to :

• develop their reading comprehension and vocabulary retention

• Become more motivated to make reading a priority in their lives
• Use illustrations to predict what a story will be about/to predict what will
happen in a
story

Stage Time Activity Objective

Picture Prediction – Show pictures Activate prior knowledge,
10 without text, ask students guiding spark curiosity, and
1. Warm-Up
min questions like: Who are the characters? introduce key vocabulary
What do you think will happen? naturally.
Word Hunt – Present key words (e.g.,
friendship, crocodile, trick, escape). Have Familiarize students with
2. Pre- 10
students complete missing letters, guess key vocabulary and
Reading min
meanings, and match words with images or improve word recognition.
gestures.
Dramatized Reading – Assign roles Improve fluency,
3. While- 15 (Baboon, Crocodile, Narrator) and have comprehension, and
Reading min students read expressively with gestures engagement through role-
and sound effects. playing.
Guided Discussion – Ask comprehension
Reinforce story
questions: Why did Crocodile betray
understanding and
Baboon? How did Baboon outsmart
encourage critical thinking.
Crocodile?
Activity 1: Feelings Circle – Students
Encourage emotional
4. Post- 20 express their emotions about the story
connection and
Reading min using facial expressions, body language,
comprehension.
and emojis. Discuss why they felt that way.
Activity 2: Comic Strip Creation –
Strengthen vocabulary
Students create an alternative ending to the
retention, creativity, and
story, using at least three new vocabulary
writing skills.
words. They can draw or write.
Role-Playing Challenge – In pairs, one
student plays Baboon, the other Crocodile.
Enhance speaking skills
They improvise a conversation where
and creative thinking.
Crocodile apologizes and Baboon
responds.
Cultural Connection Discussion – Ask
Make cultural connections
students if they know Moroccan folktales
5. Wrap-Up 5 min and reinforce storytelling
with tricksters (e.g., Joha stories). Let
traditions.
them share in pairs or with the class.
Find & Share a Story – Students ask Encourage independent
6. Homework
– family members about a similar moral learning and family
(Optional)
story and summarize it in a few sentences. engagement in storytelling.

Unit 3 : Lesson 4 : I wake up at seven

By the end of the lesson ss will be able to :

 read about people’s daily routines

 ask and answer questions about daily routines

Time Stage Activity Objective / Focus

Build rapport, get students

baamboozle– ss play a game to read time moving, and activate prior
5 min Warm-Up
slides : a reminder of daily routines knowledge of daily routine
vocabulary.

–Play audio of Samira and Nona once (general Improve listening for
listening).– Play again, pausing after each line so detail, practice vocabulary
10 Listening &
students can fill in missing time expressions.– for time and daily routines,
min Vocabulary
Students compare in pairs, then read aloud and reinforce structure of
together.– Teacher monitors and corrects WH-questions.

Briefly explain scanning technique.– Students scan

the chat for time expressions Build reading fluency and
accuracy; introduce
10 Reading & Check answers as a class and display answers–
scanning as a reading
min Scanning Students re-read the text for meaning and answer
strategy; understand
comprehension questions- whole class correction
context of daily schedules.
Display answers

– Show Grammar Box: What time do you…? / What

Clarify structure of WH-
time does he/she…?– Elicit when to use do vs. does
questions; differentiate
Grammar (pronoun rules).– Choral repetition of model
8 min between subject pronouns
Focus questions.– Students complete a fill-in grammar
with correct auxiliary
task with missing question forms.– Pair-check and
(do/does).
correct as a class.

– display (My Daily Routine Chart).– Students fill in

Build fluency using
the times they do common activities (e.g., wake up,
structured WH-questions;
10 Speaking eat lunch, go to bed).– In pairs, students interview
personalize the topic;
min Practice each other using: “What time do you…?”– They
strengthen peer interaction
complete their partner’s routine chart.– 2–3
and speaking confidence.
students share about their partner with the class.

– Ask a few reflective questions: “What time does Review key concepts,
your partner eat dinner?”– Clarify anything unclear.– assess participation, and
Wrap-Up &
2 min Assign homework:Option 1: Extend Rei & Lupita’s provide an engaging follow-
Homework
conversation.Option 2: Draw a comic strip showing up activity for
your daily routine (include times). reinforcement.