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Using literature in the EFL classroom with specific reference to children's literature and literature and film - by Emma Metcalf
- lesson plan 2

Stage 1: Warmer: Looking at book reviews
Time: 10 minutes
Identifying text type (book review)
Personalisation: What kinds of books do students like reading.
Highlighting the importance of reading in English.

a) Put book reviews taken from both books around wall. Students decide what they are describing and what the text is like. They can also comment if the books sound interesting and whether they would like to read. S-S
b) Feedback asking students how much they read and if they read in English. Why/why not. S-S-T

Stage 2: Introduction to texts
Time: 10 minutes
Speaking: personalisation: What New year´s Resolutions do they make.? Do students write diaries? Why/why not?

a) Students separate muddled New Year´s resolutions into two piles: one for a male one for a female. S-S
b) Ask students if they make New Year´s Resolutions and where they would write them i.e. a diary. S-S-T
c) Show students both books and find out if students have read them or recognise them S-S-T.

Stage 3: Reading: For gist and for specific information
Time: 10 minutes
Reading for gist
Reading for specific information

a) Separate students into different groups -some reading about Adrian Mole and other about Bridget Jones. Students quickly read the diary entry and decide whose it is (Adrian or Bridget?) S
b) Students fill in information chart. S
c) Students check with partners. S-S

Stage 4: Vocabulary questions
Time: 20 minutes
To develop reading strategies by inferring meaning from context.
To develop learner autonomy: these are the kinds of questions students should be asking themselves when they are reading a difficult English text.
To encourage peer teaching.

a) Students read questions that refer to specific vocabulary items. The questions are designed to help students infer meaning. Students work out what each item means.S-S S-T
b) Students swap with a student who was reading the different ext. In turn they exchange information about their characters. S-S
c) Students then select vocabulary items and explain meaning to their partners. S-S

Stage 5: Homework
Write the next diary entry for their character using a guide taken from Ardnt and White´s Process Writing.

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