Copy of Reading lesson.
To provide gist, detailed and inference reading practice using a text about dreams in the context of E.Poe's poem A Dream within a dream
To provide clarification and extension of their vocabulary speaking about dreams in the context of A Dream within a dream poem and also to provide for practicing lexical inference sub-skill in the context mentioned.
Procedure (37-54 minutes)
I will put on the board the final line of E.Poe's poem "Is all that we see or seem is but a dream within a dream?" and ask the Ss what they make of it. First of all I'll ask how they understand the structure "is all but a dream". Then we'' move to how they understand the meaning of the phrase. I will give them about 3 min. to discuss the question in pairs. Then we will have a short feedback and I will ask (if nobody gives the correct answer by that time) what kind of a person could have said that. I'll allow 2 min to discuss it in pairs. Then I will demonstrate the picture of E.Poe on the board. Hopefully, somebody will com up with the name. If not, I'll name some popular books and stories or finally tell them it's Edgar Po. I'll ask them to tell me what they know about his life and his nature. I assume the Ss will know at least sth, because he is popular. I think I will need rather longer lead-in to high tune the ss for the perception of the poem
1.Reading for gist. Before they start I will give them 2 min. to read the task first which is a little complicated by itself. They will have to choose one correct description about what the poem really says. ICQ - What will you have to do after you've finished listening? (choose one correct description of the poem's content). Then I will get them read the poem for the first time. The discuss their answers with their partners and the we have the group feedback.
2.Listening for inference and detail. This will be preceded by lexical inference practice where the Ss will have to work out the meaning of the unknown words from the poem. I might add some of the words to the list (deem), for instance. Although it's not widely used, I believe it gives an example of an elevated style, as well as the poem itself. The Ss will work first individually, then in pairs. After they are clear with the meaning, I seem it would be reasonable to give them more examples of usage of the words. Then we are ready to approach reading for detail and inference because all the ideas are not expressed explicitly.
2.Listening for detail and inference. The ss will do two tasks for the two verses of the poem. First, individually, then, in pairs.
As a follow-up activity the ss will discuss in pairs if they like the poem and why (not)
The Ss will match the two halves of sentences about dreams together. If there is a need , we'll clarify any possible misunderstanding togehter. If I have time to use this activity then for the final productive activity, I will ask them to write two sentences about themselves using the phrases in italics. One of the sentences must be wrong. The class will have to guess which one.