Marlon Muraro Marlon Muraro

Inside Out pg102 Animal tales
B1 level


In this lesson, Ss will use and improve their receptive skills of reading with some short stories about animals. Lots of group work and a few matching exercises.


Main Aims

  • To provide detailed reading practice using a text about animal stories

Subsidiary Aims

  • To provide accuracy speaking practice in explaining their animal stories in the context of of the text.


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

T show pictures of the animals from the text, asking their names. Then the teacher asks "Who has a dog?" as a pet, a cat and so on... 2 min. WC This will allow Ss to connect with the context of the lesson, animals, activating schemata related to these specific animals, which will be very helpful for the reading tasks that follows.

Pre-Reading (5-8 minutes) • To prepare students for the text and make it accessible

With the pictures still on the WB, T ask Ss to discuss which phrases match to each animal. GW of 3 so we already stablish the groups for the next task. Handout the phrases. 3min. This activity will help Ss to get closer to the ideas of the stories they're about to read. As the sentences summarize the main idea of each story. no WCFB at this point as we'll match them at the end of the reading.

While-Reading #1 (10-15 minutes) • To provide students with less challenging gist and specific information reading tasks

T defines who is S A, S B and S C. Chesting the material, explain that each Ss is entitled of their own story. The material will be all separated,SA gets only his piece. Sb story B,... When T says start we "start" all together, when T says "Stop", we turn the paper.3 min. This way Ss will make use of the time to do a reading, but not stopping to check the meaning of all the words. Helping them to realize they actually understand the text. here, before getting to the next activity clarify the vocabulary they're in doubt, all clarification process is from Vocabulary analysis page. Write on the WB

While-Reading #2 (10-15 minutes) • To provide students with more challenging detailed, deduction and inference reading tasks

When they finish reading, start the second task, decide which of the phrases given before matches your story. 5 min. Can you read your story again? yes, sure. Can you help your group? sure. This time Ss will be reading again to check if matches their story. Having a more detailed reading of each story and each part. Answer key WB, WCFB, [A Ss, then B Ss, then C Ss.]

Post-Reading (15-20 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

T ask them to tell their stories to the group. Try to do it without reading too much. English or Turkish? English. 10min. In this task Ss will be using their productive skills to reproduce the text to their peers. Getting more confidence on themselves and accuracy, using the vocabulary from the text. When groups have finished change one Ss from each group, and retell your story. Perhaps changing them at the beginning. WCFB - T asks "Which story do you like best?"

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