will simplify any phrasing that contains grammatical areas beyond KET level. We must pay special attention to verb tenses, modals and clause types, as these are the areas that introduce the higher level of difficulty. The number of occurrences won’t be a high figure. Again, following the plan outlined above, every classroom period will follow the same scheme or time schedule: morning meeting → literacy development → unit development →plenay.
2 UNIT DEVELOPMENT In this section we will describe the activities for a period, the first with the parable of the Good Samaritan. For the rest of the lessons we will suggest some activities without further development. We will open every teaching period with a morning meeting, i.e., worming up activities. After greetings and notices, an introduction of the work for the next days will be made. Children are told that a new story will be the focus of attention for the coming lessons. For this parable we will write on the board two words that will give a hint of the value we will be dealing with the following days: neighbor and solidarity. We will ask a few students what the meaning of this words is. We have to go beyond the first meaning of neighbor as one who lives close to us. Children will quickly say that a neighbor is a person who lives next to you; we will show them the reciprocity of neighborhood with comments like “well said, but then you are his neighbor, aren’t you?” Later, we will try to let them see that, in some sense, any human is a neighbor since we all live in the same ‘house’: planet earth. Following on to the second concept, they will immediately relate it with some campaigns for raising funds or meals in the school, and we will agree with them. Later, we will make them some questions like: “Do you think neighbor and solidarity have anything to do?” Literacy is the second part in a period. We’ll continue with pair-group; each will be given a set of words taken from the simplified version of the parable that they will have to classify: common nouns, proper names, verbs: lawyer (n) / stand up (v) / inherit (v) / reply (v) / Lord (n) / God (n) / soul (n) / strength (n) / neighbor (n) / Jerusalem (n) / Jericho (n) / attack (v) / robber (n) / clothes (n) / beat (v) / dead (n-adj) / priest (n) / pass by (v) / Samaritan (n) / pity (n) / bandage (n) /oil (n) / wine(n) / donkey (n) / hotel (n) / take care (v) / look after (v) / return (n) / pay (v) / mercy (n). All words will be printed on a sheet from which children will cut off the words using a scissors and array them in three columns. We will ask them to say out loud the words in each category and we will write them on the board. Later, they will point out words in the list of which they do not know the meaning. Anyone in the classroom, raising up his hand, will attempt a meaning for the word; from time to time, we will ask a children who rarely takes part to try out with a word we guess he may know. We won’t intend to have a perfect definition, just take an idea. At the beginning of the lesson, we will appear with a bandage, but no explanation should be given despite inquiries. This bandage will be displayed in a visible place 43
