TEXT-RELATED TASK - literature

TASK - Four sentences have been removed from the text. Select the appropriate sentence for each gap in the text.
Pay attention, there is one extra sentence that doesnt fit.
TIMING 2 minutes
OBJECTIVES ! - to develop students reading s"ills and correct intonation and pronunciation
2 to encourage #riting
SKILLS - reading, spea"ing, #riting and listening
STAGES ! $ gives the SS a sheet of paper #ith the literary text from #hich four sentences have been removed %2min&
2 $ explains the tas" to the SS clearly %2min&
' $he SS solve the tas" by putting the sentences bac" into the text and eliminate the one #hich doesnt
fit. %!2min&
( $he SS read their ans#ers and the $ compare various ans#ers from the classroom %(min&
TEACHERS ROLE - organi)er, observer, resource, prompter, assessor
THE RESULTS OF THE ACT ! $he SS learned ne# #ords and they developed they ability to read and #rite
- $he SS too" contact #ith a genuine literary text
READING LESSON "LAN F#r$ % !! th grade
Le&el % advanced
Le''#(* $he +dventures of ,uc"leberry Finn
Ai$'% - to introduce a famous piece of literature-
to develop the students reading and spea"ing s"ills-
to introduce ne# vocabulary-
to gets the students exchange personal opinion in
.nglish
S)ill' * reading, spea"ing, listening, #riting
Le''#( t*+e% reading lesson
Cla''r##$ i(tera,ti#(* individual #or", pair and
group #or"
O-.e,ti&e'*
- to use their "no#ledge of the .nglish language to
read the literary text
- to use the .nglish language to express their
thoughts and feelings concerning ,uc"s dilemma
- to argue their point of vie# and support their
position #ith examples
- to use the ne# vocabulary in ne# context
C C#(te(t'
! /ar$- u+ .stimated time * /
a&. C#(te0t * - the students use their "no#ledge of
the .nglish language to read the literary text
b&.A,ti&it*% - the teacher as"s the students to
imagine they are in similar situation li"e ,uc"leberry
Finn
- the teacher as"s the students to #rite do#n lists
of #ords about*
- ho# they feel - #hy they have these feelings
- their first impulse
- in group of (, students discuss each item and
#rite sentences. Spo"esman read their ideas and
the best variant are #ritten on the blac"board
c&. I(tera,ti#(* $-S, S-S
d&. Au1i#-&i'ual'* pictures on the textboo"
e&. "#''i-le +r#-le$'* - the students may not
have enough information about this piece
- teacher must help them out, by offering prompts
verbal suggestions and0 or visuals
2 "re- rea1i(3 .stimated time* !
a4 C#(te0t* - the teacher introduce the novel to
students
b&.A,ti&it** - the teacher tells students that they are
going to read an excerpt from an +merican novel*
the protagonist, a young boy is also in trouble
- $ reads some passages from the beginning of the
novel, to introduce it to students
- $ as"s them to imagine #hat "ind of trouble it is
and ho# they feel about the situation
-Ss #or" in pair and #rite ( sentences containing
suppositions
c4 I(tera,ti#(* $-S, S-S
d4 Au1i#- &i'ual'* textboo"
e4 "#''i-le +r#-le$'* - the students may not have
necessary language to express their thoughts
-$ must help them out and encourage them in their
attempts to use the language
5 /6ile- rea1i(3 .stimated time* 2
a4 C#(te0t* - teacher ma"e students active #hile
reading, introduce ne# vocabulary in context and
summari)ing s"ills
-4 A,ti&it** - the students ta"e turn to read the
passage on the textboo" aloud
- the other listen or read silently
- the teacher stops the reading repeatly and as"s
comprehension 1uestions
Suggested brea"s* #rite some ideas from the text-
the teacher as"s the students to say #hat they #ould
do and to predict #hat ,uc" #ill do
- the students are as"ed to s"im the text to see if
their predictions #as correct. $hen they go on #ith
the reading
- the students are as"ed to #or" in pairs and
summari)e the text in a paragraph
,4 I(tera,ti#(* $-S, S-S
14 Au1i#- &i'ual'* textboo"
e4 "#''i-le +r#-le$'*- the text may be too difficult
for students to understand - - there may be to many
un"no#n #ords - - the teacher must encourage the
students to read the meaning and the general
message of the text, to infer the meaning of the
un"no#n #ords from the text
7 "#'t8 A9ter4 ! rea1i(3 .stimated time* !
a4 C#(te0t* - feed- bac" on comprehension, to
develop #riting s"ills, to practice ne# vocabulary in
context
-4 A,ti&it** - the students discuss2..o idee din text
- the students are as"ed to #or" in group and #rite
do#n, in one sentence, the message of the literary
fragment. $he best variant are #ritten on the
blac"board
- the teacher suggests several situations, and as"s
pairs0 group of students to role play
,4 I(tera,ti#(* $-S, S-S
14 Au1i#- &i'ual'* textboo"
e4 "#''i-le +r#-le$'* - some students may not
"no# to #rite the message of the text - pair #or"
can solve this problem, or teacher may have to help
7 F#ll#: ! u+
a4 C#(te0t* - the ne# vocabulary and information
-4 A,ti&it** - #riting pair- #or"
- as home#or" assignment, the students are as"ed
to #rite an essay starting #ith the sentence* 3 could
see that my friend #as in terrible trouble but 3 #as
afraid2
,4 I(tera,ti#(* S-S, $-S
14 Au1i# ! &i'ual'* none
e4 "#''i-le +r#-le$'* - some students may have
difficulty in #riting an essay
- the teacher must help them out by offering linguistic
and0 or non-linguistic props
- the teacher made some comments, appreciated
and graded the students performance
VOCABULAR; 456.7$38.S to introduce basic vocabulary
9+:; <P $he lesson starts #ith the exercise #here students should match a #ritten #ord #ith the
picture. <nli"e translation and explanation, the visual association provides the fastest #ay to the
students memory.
=.+> 3? * >3S7<SS34? 2 @<.S$34?S
$ +SAS $,. S$<>.?$ 2 @<.S$34?S +54<$ $,. $,.;. 4F $,. =.SS4? . F4: .B*
3??48+$34?S- .3?S$.3? S+3> $,+$ C.?3<S 3S DDE94:A +?> !E 3?SP3:+$34?. S$+$.
F4<: 4P3?34? +54<$ 3$.
+7$383$F ! >:+9 + S7,.;. F4: $,. S$<>.?$ $4 F3== 3? 93$, 94:>S +SS473+$.> 93$,
$,. 94:> 3??48+$34? - 3??48+$34? ?.9 +PP:4+7, G 7:.+$383$F
+7$383$F 2* =3S$.?3?C
Ss =3S$.? $4 + S$4:F +54<$ 3??48+$34?S
2 3? C:4<PS $,.F >3S7<SS $,. P4S35=. .?>3?CS
' $,.F =3S$.? $4 $,. .?>3?C +?> >3S7<SS $,.3: P:.834<S S4=<$34?S
( $,.F =3S$.? $4 $,. $+P. +C+3? +?> 74;P=.$. S4;. S.?$.?7.S F:4; $,. $+P.
93$, $,. ;3SS3?C 3?F4:;+$34? +. G5.G 7.G >
+7$383$F '* F3== 3? $,. C+PS 4F + P+:+C:+P, 93$, S4;. ?.9 94:>S F:4; $,. $.B$.
$,. 94:>S $,. $ 9+?$S $,. S $4 =.+:? Cap filling is the best #ay of learning vocabulary
through context. 3nstead of giving my students a list of #ords to learn, 3 #ill give them a list of #ords to
fill into a text. 9hile filling in a #ord, students not only remember the #ord, but also analy)e its use in a
sentence.
+7$383$F ( * Ss +?S9.: S4;. @<.S$34?S :.=+$.> $4 $,. P:.834<S P+:+C:+P,.
GRAMMAR IF CONDITIONAL
!. =.+> 3? S$<>.?$ ,+8. $4 :.+> + $.B$ 74?$+3?3?C 3F 74?>3$34?+= P,:+S.S.
+7$383$F 2* Ss +:. +SA.> $4 <?>.:=3?. +== $,. P,:+S.S 74?$+3?3?C + 74?>3$34?+=
.BP:.SS34?
+7$383$F '* Ss +:. +SA.> $4 F3== 3? $,. 5=+?AS 4F S4;. S.?$.?7.S 93$, + 3F 7=+<S.
.BP:.SS34? * 3? 7+S., 9,.$,.:, 3F, <?=.SS22
+7$383$F (* Ss ;<S$ ;+$7, 2 ,+=8.S 4F $,. S.?$.?7.S %H propo)itii&
;+3? 7=+<S. 3F 7=+<S.
+7$383$F H :.9:3$. $,. S.?$.?7.S +54<$ ,FP4$,.$37+= S3$<+$34?S S4 $,+$ $,.F
74?$+3? + 3F 7=+<S. 74??.7$4:
.B* F4< ;3C,$ F3?> + ?.9 7>, S4 $+A. S4;. ;4?.F 93$, F4<.
S4=83?C* 3? 7+S. F4< F3?> + ?.9 7> F4< ;<S$ $+A. S4;. ;4?.F 93$, F4<
F..> 5+7A * 9:3$3?C* P:.P+:. + ' ;3?<$.S P:.S.?$+$34? 4? + S<56.7$ F4< +:.
;4S$ 3?$.:.S$.> 3?. !H =3?.S %$,. SP..7, ;<S$ 74?$+3? ,FP4$,.S3S 4?
S3$<+$34?S&.
LISTENING OBJECTIVES * C.$ Ss 3?84=8.> 3? $,. +$;4SP,.:. 4F $,. ?48.=- ;+A.
$,.; $+=A- <S. 847+5<=+:F :.=+$.> $4 +>6.7$38.S- $.+7,3?C =3$.:+:F 7<::.?$S*
:.+=3S;
9+:;3?C H ;3? $he lesson starts #ith the exercise #here students should match a #ritten #ord #ith
the picture. <nli"e translation and explanation, the visual association provides the fastest #ay to the
students memory.
3. =ead in ! ;3? T 5:3?CS :.+=3+ 3? $,. 7=+SS:44; =3A. + ?.9SP+P.: F:+C;.?$
+54<$ + P.:S4? 4: + ,.:4 93$, S3;3=+: +$$3$<>.S 4: 5.,+834<:S +S $,. ;+3?
,.:4 3? 4<: $.B$. F4: .B+;P=. $,. :.+= ,.:4 9+S +=S4 S,3P9:.7A.> 4? +?
3S=+?> .
$,. Ss +:. +SA.> $4 +?S9.: $94 @<.S$34?S 3? 4:>.: $4 74;P+:. $,. :.+=
74?>3$34?S +?> $,. 4?.S 3? $,. ?48.= . F4: .B* !. 9,+$ >+?C.:S ;+F + P.:S4?
.?74<?$.: 4? +? 3S=+?> +?> 2. 9,+$ .FF.7$S ;+F S4=3$+:F =383?C ,+8. 4?
S4;.54>F I
+ctivity 33 =3S$.?3?C . Ss =3S$.? $4 2 F:+C;.?$S * 4?. 3S + ?48.= 9:3$$.? 4? $,. S+;.
$,.;. 3? $,. 2
$,
7.?$<:F $,. 4$,.: 3S 4<: ?48.= . 9,3=. =3S$.?3?C Ss +:. +SA.>
$4 $37A $,. :3C,$ 54B.S 3? $,. =+5.=.
!J
th
century 2
th
century
$he story is told form the point of vie# of the
civili)ed man
$he story is told from the point of vie# of the
savage
$he civili)ed mans sense of property is very
strong
+ctivity 333. +?S9.: $,. @<<.S$34?S *
!. 9hy is the author considered the father of the .nglish novel
2. >elete the unnecessary #ords in the follo#ing statements*
a) ?ovels are #ritten in verseGprose.
b) ?ovels are longGshort literary #or"s
+ctivity 38. Cive your definition of the novel.
+ctivity 8 Feed bac" * 1uestionnaire * are the follo#ing statements true or falseI
READING TASK
3nteraction* $-SS, SS-SS ;aterials* courseboo"
.stimated time* !J minutes level* upper-intermediate
Sta3e'%
PRE-READING: (3 min)
obK* to get SS involved in the topic and raise expectations to practice ma"ing predictions to facilitate
reading
Procedure: $ offers information about the fragment % title of the boo", author, contex& $ as"s SS to
predict #hat the text is about starting from the title SS try to ma"e several predictions $ as"s SS to thin"
of similar authors they studied in classroomG heard about from diff sources SS ans#er %if not $ helps
them&
WI!E-READING ("# $IN)
obK* to practice reading and scanning to develop recognition and guided discovery to facilitate
interpretation
Procedure* $ as"s SS to read the text and ans#er the follo#ing 1uestions*.....
SS read the text and try to ans#er the 1uestions
POST-READING: (% min)
obK* to develop a#areness and interpretation to prepare SS for the follo#-up and home#or"
Procedure: $ as"s SS to imagine ho# B #ould influence FLs life $ gives them 2 min to thin" SS give
their interpretations +t the and of the activity $ ma"es a fe# comments on the SS performance. $ ta"es
notes on SS performance. $Ls role* resource, organi)er, observer, assessor.