Lesson Plan – Class 6 English
Unit 2 – Supplementary Reader
Gulliver’s Travels
Class: VI | Term: II | Subject: English | Genre: Adventure and Fantasy
1. Learning Objectives
The teacher expects the students to:
Understand the story Gulliver’s Travels and its sequence of events.
Identify the main characters, setting and important incidents.
Develop reading, listening, speaking and comprehension skills.
Learn the meanings and usage of new vocabulary.
Recognise the importance of courage, self-control, kindness and helping others.
Retell the story in their own words and express their ideas clearly.
2. Learning Outcomes
At the end of the lesson, students will be able to:
605
reads a variety of texts in English / Braille and identifies main ideas, characters, sequence of ideas and events and relates with his/her personal experiences
601
participates in activities in English like role play, group discussion, debate, etc.
Narrate the main events of Gulliver’s adventure in the correct order.
Use new words such as voyage, exhausted, terrified, creatures, platform and peacefully in sentences.
Explain how Gulliver reached Lilliput and how he helped its people.
Apply the values of patience, self-control and cooperation in everyday life.
Understand that helping others and resolving conflicts peacefully are important.
Create a simple mind map and write a short paragraph about the story.
3. Introduction
The teacher introduces the lesson through pictures of a giant and tiny people and asks the following questions.
Have you ever read a story about a giant?
What would you do if you woke up in a strange place?
How would you feel if you saw people much smaller than you?
Have you ever helped someone who was in trouble?
Can a person use strength to help others instead of hurting them?
Teacher’s introduction: Today, we are going to read an exciting adventure about a ship’s doctor named Gulliver, who reaches a strange land inhabited by tiny people called Lilliputians.
4. Reading and Understanding
A. Reading activity
The teacher reads the lesson aloud with correct pronunciation, pauses and expression.
Students listen carefully and read the passage paragraph by paragraph.
The teacher explains difficult words using pictures, gestures and examples.
Students identify the main characters and narrate the incidents in sequence.
Students practise reading selected sentences aloud.
B. New words and meanings
| New word | Meaning | Simple sentence |
|---|---|---|
| Voyage | A long journey, especially by sea | The sailors began their voyage. |
| Violent | Very strong or forceful | A violent storm hit the ship. |
| Exhausted | Extremely tired | Gulliver was exhausted after swimming. |
| Terrified | Very frightened | Gulliver was terrified when he woke up. |
| Slender | Thin and narrow | The little people used slender strings. |
| Creatures | Living beings | Strange creatures surrounded Gulliver. |
| Gestures | Movements used to express ideas | He used gestures to ask for food. |
| Draught | A liquid medicine; here, one that causes sleep | Gulliver drank a sleeping draught. |
| Capital | The main city of a country | Gulliver was taken to the capital. |
| Neighbouring | Situated nearby | Blefuscu was a neighbouring kingdom. |
| Declared | Announced formally | Blefuscu declared war on Lilliput. |
| Peacefully | Without fighting or disturbance | The people lived peacefully. |
C. Comprehension during reading
The teacher asks students to identify:
Why did Gulliver reach the strange land?
Who were the Lilliputians?
How did the tiny people treat Gulliver at first?
Why was Gulliver taken to the capital?
How did Gulliver help Lilliput during the war?
5. Mind Map
GULLIVER’S TRAVELS
An adventure in the land of tiny people
1. Shipwreck
Storm → Ship breaks → Gulliver swims to land
2. Lilliputians
Tiny people → Gulliver tied down → Food provided
3. The Capital
Transported on a platform → Meets the Emperor → Set free
4. War
Blefuscu attacks → Gulliver ties the ships → Peace restored
Moral and Values
Courage • Self-control • Cooperation • Helping others • Peace
Click the map
6. Consolidation and Presentation
Summary of the lesson
Gulliver was a ship’s doctor who went on a long sea voyage. During a violent storm, his ship was wrecked, and he reached an unfamiliar shore by swimming. When he woke up, he discovered that tiny people had tied him to the ground. They were called Lilliputians.
At first, the Lilliputians were frightened of Gulliver. However, they provided him with food and transported him to their capital. After deciding that he would not harm them, the Emperor allowed him to move freely under certain conditions.
Later, the neighbouring kingdom of Blefuscu declared war on Lilliput. Gulliver helped the Lilliputians by tying the enemy ships together with a rope. His action helped bring the conflict to an end, and he was celebrated as a hero. Gulliver then lived peacefully among the Lilliputians for many years.
Presentation activity
Students work in groups to present the story through one of the following activities:
Group 1: Narrate the shipwreck and Gulliver’s arrival.
Group 2: Role-play Gulliver and the Lilliputians.
Group 3: Draw and explain the mind map.
Group 4: Present how Gulliver helped Lilliput and restored peace.
7. Reinforcement
The teacher reinforces the lesson through the following activities.
Character discussion: Gulliver is courageous and resourceful. He also shows self-control when he chooses not to harm the Lilliputians.
Geography connection: Discuss the dangers of storms at sea and the importance of safety during sea travel.
Science connection: Explain how swimming skills, physical strength and simple machines can help people in difficult situations.
Value education: Discuss why powerful people should use their strength responsibly.
Peace education: Explain how cooperation and peaceful solutions can prevent further harm during conflicts.
Vocabulary practice: Students use the new words in their own sentences.
Creative activity: Students draw Gulliver surrounded by the Lilliputians and write two sentences about the picture.
Real-life application: If a classmate is in trouble, students should help safely, cooperate with others and avoid using strength to frighten or hurt anyone.
8. Evaluation
The teacher evaluates students' understanding using three levels of thinking.
A. Lower Order Thinking (LOT)
Remembering and identifying facts
Who was Gulliver?
What were the tiny people called?
Which kingdom declared war on Lilliput?
B. Middle Order Thinking (MOT)
Understanding, explaining and applying ideas
How did Gulliver reach the land of Lilliput?
Why did the Lilliputians eventually set Gulliver free?
How did Gulliver help the Lilliputians during the war?
C. Higher Order Thinking (HOT)
Analysing, evaluating and creating
Why do you think Gulliver chose not to harm the Lilliputians even when he could have done so?
If you were Gulliver, how would you gain the trust of the tiny people?
What peaceful solution would you suggest if two neighbouring kingdoms began fighting?
9. Remedial Teaching
The teacher provides additional support to slow learners through the following strategies.
Picture-based teaching: Use pictures of a ship, storm, giant, tiny people and ships to explain the story.
Simple explanations: Explain difficult sentences in short, familiar English.
Vocabulary flashcards: Display each new word with its meaning and a suitable picture.
Guided reading: Read short passages aloud and ask students to repeat them.
Sequencing activity: Give picture cards showing the main events and ask students to arrange them in order.
Sentence completion: Provide prompts such as “Gulliver reached the land by ______” and “The tiny people were called ______.”
Peer learning: Pair slow learners with supportive classmates for reading and storytelling.
Individual assessment: Ask simple oral questions and provide positive feedback.
10. Writing
The teacher asks students to complete the following written activities in their notebooks.
A. Paragraph writing
Write a paragraph of 8–10 sentences on Gulliver’s Travels, including the shipwreck, the Lilliputians, Gulliver’s arrival at the capital and his help during the war.
B. Answer in a few sentences
Describe Gulliver’s first experience with the Lilliputians.
How did Gulliver help the kingdom of Lilliput?
What values do you learn from the story?
C. Vocabulary exercise
Make sentences using any five new words from the lesson.
11. Follow-up Activity / Homework
Students complete the following activities at home.
Write a short summary of Gulliver’s Travels in your own words.
Draw a picture of Gulliver surrounded by the Lilliputians and write five sentences about it.
Prepare a flowchart showing the five main events of the story.
Find the meanings of five additional difficult words from the lesson and use them in sentences.
Activity-based learning: Imagine that you are Gulliver. Write a diary entry describing your first day in Lilliput.
Teaching-Learning Materials (TLM)
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1. Story pictures
Pictures showing the shipwreck, the strange shore, the Lilliputians and the Emperor's palace.
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2. Vocabulary flashcards
Word, picture, meaning and example sentence cards for new vocabulary.
3. Worksheets and sequencing cards
Matching exercises, fill-in-the-blanks, comprehension questions and story-ordering activities.
Expected achievement: Students will understand the story, learn new vocabulary, retell its important events and recognise the importance of courage, self-control, cooperation and peaceful conflict resolution.
