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Encouraging Extensive Reading
by Scott Shelton
- lesson plan 2

Procedure

Stage/time
Interaction
Procedure
Aims
Pre-reading
7:00-7:05
small groups Board title and author, and key words students predict possible story-line and F/B to teacher (whole class) To create an element of curiosity and interest in story
questions
7:05-7:08
T-class Board questions for while/after reading. S's read through and ask any questions To help build up context & to help guide their reading. To activate schema of genre to facilitate further reading
While reading
First reading
7:08-:7:10
T-class Teacher reads beginning of story while students read along silently To establish context and voice of characters & to pique curiosity in the rest of the story
Context setting questions
7:10-7:18
pairs S's discuss the questions and refer to text if necessary To set context, allow S's to use inference skills-also to create interest and understanding of the plot and activate schema
Feedback
7:18-7:23
class to T. Elicit answers and justification or reasoning for answers To check understanding and to allow whole class to share and compare opinions
Second reading
7:23-7:28
taped reading to class S's listen and follow along while selected parts of the story are read To give S's opportunity to hear different native speaker accents that bring story and characters to life. (to continue building interest in the story)
Post reading
checking understanding
7:28-7:36
pairs Pairs discuss what they understood about story in light of the questions answered at beginning and decide if they want to change anything + new questions re: attitude and outcome (T. boards new questions) To check understanding in a safe environment
Feedback
7:36-7:40
class to T Teacher elicits any new opinions To allow S's opportunity to compare/check understanding w/class
Summarizing
7:40-7:45
pairs S's summarize whole event in pairs To give practice in summarizing and use of cohesive devices - also to give practice speaking and listening
Reaction to text
7:45-7:50
pairs S's comment if they found text interesting and plans to read the whole story (T. supplies handout) To provide chance to compare impressions and plans for outside reading
Integrating skills
Intro. to song
7:50-7:54
T-class
Alone
T. introduces song
S's read through and mentally predict missing words
To allow S's to predict content and make connections to story
Listen to song
7:54-8:00
class/pairs Listen to song and fill in missing words/ check in pairs To expose S's to song based on story and transfer language and ideas from story to song-to direct S's listening for key words And to provide safe environment for checking understanding
Check answers
Listen again
8:00-8:05
class S's check answers with OHT and listen again To check understanding and provide 2nd listening to enjoy song in full and to further comprehension of story
Break
8:05-8:00
Taking S's beyond text
Extension
8:20-8-25
pairs S's discuss possible metaphorical (double) meaning for title To encourage S's to think beyond literal meaning
feedback
8:25-8:30
S's to T Discuss possibilities of metaphor    
Group task
Planning
8:30-8:45
groups or 3 or 4 S's discuss and design a plan for a making the story into a film-choosing location, actors, directors, special effects, any necessary changes To take language from story into new context-provide opportunity to make deeper memory links with lexis and provide practice in cohesive thinking/planning
Reporting
8:45-8:55
group to class Groups report back on idea for film - give S's internet page relating details of real film, actors and directors to compare Give practice reporting decisions
Role play preparation
8:55-9:05
T-class Teacher and class work on OHT marking stress, intonation and sense groups To give guidance in intonation and providing opportunity to interact with story
Student preparation
9:05-9:10
    Pairs practice acting out the first scene using marked OHT as help Bring drama into the classroom-give opportunity to use voice with whole body
Dramatic roleplay
9:10-9:25
pairs/whole class Pairs act out their scene for the class Give S's a chance to perform what they had prepared and to bring the story to life in a personal way
Class feedback
9:25-9:30
class to T Teacher elicits feedback on the lesson To gain insight into student reaction to lesson

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