Reading Lesson: How Well Do You Know Your World?
To provide reading practice in the context of information about the world (specifically humans and animals)
To teach a new set of vocabulary related to the emotions of humans and animals
Procedure (45-56 minutes)
T passes out sheets of paper with one circle in the middle of each and asks Ss to write the name of a type of animal. T asks Ss to write two adjectives to describe the animal, and then pass their sheet to the right. T asks Ss to write two new adjectives, and pass the sheet again. Ss continue to pass the sheets for 1-2 minutes. T tells Ss to stop, and to share the adjectives with the person next to them. T calls on 1-2 Ss to share some of the adjectives, and points out any related to emotions. T reveals the context, telling the Ss that today we will talk about living things.
T elicits and drills the MFP of six new vocabulary words, which are all adjectives related to emotions: depressed, neglected, jealous, guilty, sceptical, and aggressive. T elicit the words through photos and context, and then highlight stress, spelling, and any other necessary elements on the WB. T passes out a matching HO, and allots the Ss three minutes to finish it. Ss check in pairs, and T checks the right answers by calling on Ss.
T passes out the first text without a title, and asks the Ss to read it in one minute and think of a title for it. T asks Ss to flip over their papers, and write their title for the text. Ss to discuss their titles in pairs. T asks calls on a S to share their title, and asks them to select another S to share their title. T writes the good title ideas on the WB. T passes out the second text, and repeats the task, except gives them two minutes since the text is longer.
T passes out the first HO, a T/F HO with six questions. T asks Ss to complete the HO alone in four minutes, and then check in new regrouped pairs. T asks the WC to state the correct answers. If several Ss got an answer wrong, T asks Ss to state why they answered the way they did before revealing correct answers. If there is extra time (if it is not yet 10:55), T passes out the second HO, a short answer HO with two questions. T asks the Ss to complete the HO in their new pairs, and then check in groups of four (grouping two side-by-side pairs).
T assigns Ss A or B and separates Ss into two groups on two opposite sides of the classroom. T prompts the groups to discuss their opinions on the first reading ("Do animals have feelings?"), answering the question in the title and whether or not they agree with the author. After 2-4 minutes, the T stops the Ss and asks some Ss to share ideas. The T mixes up the groups, asking about half the Ss to switch. T repeats for the second reading ("Why do women live longer than men?"). Throughout this entire stage, T monitors with a notebook and writes down incorrect statements in order to prepare for the Error Correction stage.
T writes 4-6 incorrect statements on the WB that were variations of statements used by Ss throughout the class, particularly on the final discussion activity. T asks the Ss to correct their mistakes, and if applicable and necessary, provides an extremely brief explanation and/or rule.