|
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 |
