|
time
|
interaction
|
procedure
|
aim
|
5
Minutes
|
T
- whole class |
Lead-in
- Look at book - predict content, does it look interesting?I
will then tell stds that book is about a marriage, extracts
they will read are about the couple on their wedding day
and ask them what information they would expect to find.
|
To
create interest in the text |
| 5
Minutes |
STAGE
ONE
Stds individually |
First
reading. - stds skim text to confirm if information predicted
is found
Feedback
|
To
offer practice in skimming text |
| 15
minutes |
STAGE
TWO
Stds individually and then in A-A pair |
Second
reading - for more detailed comprehension. In pairs answer
T/F questions on worksheet and discuss meaning of figurative
language noted - what does it tell you about the character?
|
To
check comprehension of text
To maximise language use by stds
To develop knowledge of adjectives of personality
To train learners in interpreting figurative language
|
| 10
Minutes |
STAGE
THREE
A-B pairs |
Speaking
- exchange information with partner from other group and
predict future of relationship, giving reasons and referring
back to text which should arouse interest in reading further
extracts.
|
To
allow students to respond to the text in an authentic
manner |
| 10
Minutes |
STAGE
FOUR
T - whole class |
Language
analysis - figurative language - creatively generated
and fixed, cultural associations. Discuss how similes
in extract were interpreted and were they useful. Figurative
language in other genres
|
To
develop learners' inferring skills
To raise awareness of cultural aspects of figurative language
|
| 10
Minutes |
STAGE
FIVE
Std pairs |
Skill
transfer - analysis of figurative language in other genres
Feedback |
To
analyse use of figurative languagein non-literary genres
- newspaper reports and advertisements
To promote interest in reading in English
To develop confidence and autonomy
|
| 5
Minutes |
T
- whole class |
Cooler
- discussion on reading
Handout to take home with further extracts giving outcome
of the story |
|
